NATIONAL BOARD FOR TECHNICAL EDUCATION

NATIONAL BOARD FOR TECHNICAL EDUCATION

CURRICULUM AND COURSE SPECIFICATION

FOR

ND AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

PLOT ‘B’, BIDA ROAD, PMB 2239, KADUNA, NIGERIA

NATIONAL DIPLOMA IN AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

GENERAL INFORMATION

1.0. GOAL AND OBJECTIVE OF THE PROGRAMME

GOAL

The programme is designed to produce Agricultural Engineering Technicians Capable of utilizing and carrying out repairs

and routine maintenance of farm machinery, irrigation and drainage facilities as well as storage and processing equipment

and who can assist in the design of farms, farm structures and other farm facilities.

OBJECTIVES

On the completion of the programme the diplomat of ND in Agricultural and Bio-environmental Engineering Technology

should be able to:

1.0 Operate, maintain and repair farm tractors, and other farm implements, tools equipment and machinery.

2.0 Supervise and manage mechanized farms and farming operations.

3.0 Construct and maintain small earth dams, drainage and water distribution system and structures for irrigation

purposes.

4.0 Carry out the construction and layout of contours, terraces, strip cropping for soil conservation purposes.

5.0 Erect simple farm storage structures (silos, cribs, rhumbus etc.)

6.0 Maintain and repair simple primary crop processing machines like sellers, decorticators, graters, milling machine,

grinders etc.

7.0 Install, maintain and repair irrigation equipment.

8.0 Design, maintain and repair electrical wiring systems in farm buildings and houses.

9.0 Prepare brief technical reports on small scale farm enterprises.

10.0 Prepare a farm survey plan and land capability classification of a farm.

2.0 ENTRY REQUIREMENTS

Applicants with any of the following may be considered for admission into the National Diploma Programme in Agricultural

and Bio-environmental Engineering Technology:

1. At least a pass in English Language and Credit level passes in four subjects obtained in not more than two sittings

in GCE ‘O’ Level, or Secondary School Certificates (SSCE). The four subjects include Mathematics, Physics,

Biology/Agriculture Science or Chemistry and the other subjects.

2. At least a pass in English Language and four credit passes in an NBTE recognized preliminary National Diploma

Course offered in a Polytechnic or similar post Secondary technical institution. The credit passes must

include Mathematics, Physics, Chemistry, biology.

3.0 STRUCTURE OF PROGRAMME

The National Diploma Agricultural and Bio-environmental Engineering Technology programme is a terminal programme

and is structured to last for two years (four semesters). This include three to four months of supervised industrial work

experience (SIWES) between the end of semester 2 and the beginning of semester 3.

4.0 CONDITION OF AWARD

Institutions offering accredited programme will award the Diploma to candidates who are successful in course work,

examination and practicals set by the institutions and the supervised industrial experience.

All terminal National Diploma Examinations must be externally moderated. In grading the awards, the unified grading

system should be applied.

5.0 CURRICULUM

5.1 The curriculum of the ND programme consists of three main components. These are

i. General Studies/Education

ii. Foundation Courses

iii. Professional courses

5.2 The general education component shall include courses in arts and humanities – English Language, Communication,

and history. These are compulsory. Mathematics and science (for non-Science based programmes) social studies –

citizenship (the Nigerian Constitution) Political Science, Sociology, Philosophy, Geography, Entrepreneurship studies.

The course in citizenship, Entrepreneurship, philosophy of Science and Sociology are compulsory.

5.3 The general education component shall account for not more than 15% of total contact hours for the programme.

5.4 Foundation courses include courses in Economics, Mathematics, pure Sciences, Technical Drawing, and Descriptive

Geometry, Statistics etc. the number of hours will vary with the programme and may account for about 10 – 15% of the

total contact hours.

5.5 Professional courses are courses which give the student the theory and practical skills he needs to practice his field of

calling at the technician/technologist level. These may account for between 60% - 70% of the total contact hours

depending on programme.

6.0 ACCREDITATION

Each programme offered at ND or HND Level shall be accredited by the NBTE before the diplomats can be awarded

either of the two Diploma Certificates. Details about the process of accrediting a programme for the award of the ND or

HND are available from the Executive Secretary, Programmes Department, National Board for Technical Education, Plot

B, Bida Road, P.M.B. 2239, KADUNA, Nigeria.

7.0 GUIDANCE NOTE FOR TEACHERS TEACHING THE PROGRAMME

7.1 The new curriculum is drawn in unit courses. This is keeping with the provisions of the national Policy of Education

which stress the need to introduce the Semester credit units which will enable a student who so wish to transfer

the units already completed in an institution of similar standard from which he/she is transferring.

7.2 In designing the units, the principle of the modular system by product has been adopted; thus making each of the

professional modules, when completed provides the student with technician operative skills, which can be used for

employment purposes.

7.3 As the success of the credit unit system depends on the articulation of programmes between the institutions and

industry, the curriculum content has been written in behavioural objectives, so that it is clear to all the expected

performance of the student who successfully completed some of the courses or the diplomats of the programme.

There is a slight departure in the presentation of the performance based curriculum which requires the conditions under

which the performance are expected to be carried out and the criteria for the acceptable levels of performance. It is a

deliberate attempt to further involve the staff of the department teaching the programme to write their own curriculum

stating the condition existing in their institution under which the performance can take place and to follow that with the

criteria for determining and acceptable level of performance. Departmental submission on the final curriculum may be

vetted by the academic board of the institution.

Our aim is to continue to see it that a solid internal evaluation system exists in each institution for ensuring minimum

standard and quality of education in the programmes offered throughout the polytechnic system and similar post –

secondary technical institutions.

The teaching of the theory and practical work should, as much as possible, be integrated. Practical exercises, especially

those in professional courses and laboratory work should both be taught in isolation from the theory. For each course,

there should be a balance of theory to practice in the ratio of 50:50 or 60:40 or the reverse.

AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA

CURRICULUM TABLE

(SEMESTER I)

CODE COUSE TITLE THEORY

HRS/WK

PRACTICALS TOTAL

CONTACT

HRS/WK

CREDIT

HOURS/wk

ABE 101

AGT 111

ABE 113

MEC 112

EEC 115

ABE 112

Introduction to Agric and bioenvironmental engineering

Principles of Crop Production

Basic Workshop Technology and Practice

Technical Drawing

Electrical Engineering Science 1

Tractor operation & Maintenance

3

2

1

0

1

1

1

2

3

4

2

3

4

4

4

4

3

4

4

4

4

4

3

4

GNS 111 Citizenship Education 2 0 2 2

GNS 102 English Communication 1 2 0 2 2

COM 001 Computer Applications I 0 3 3 3

12 19 31 31

CURRICULUM TABLE (SEMESTER II)

CODE COUSE TITLE THEORY PRACTICALS TOTAL

CONTACT

HRS/WK

CREDIT

HRS/WK

ABE 121

ABE 122

AGT 113

ABE 102

ABE 125

Construction and maintenance of processing and storage

facilities

Farm Machinery and Mechanisation 1

Introduction to Soil Science

Repair and Maintenance of Farm Implements Introduction to Livestock Mechanisation

2

2

2

2

2

4

3

2

4

2

6

5

4

6

4

6

5

4

6

4

GNS 121 Citizenship Education II 2 0 2 2

GNS 202 Communication in English 1I 2 0 2

COM002 Computer Applications II 0 3 3

14 18 32 32

CURRICULUM TABLE (SEMESTER III)

CODE COURSE TITLE THEORY

PRACTICALS

TOTAL CREDIT

HRS/WK

MEC214

ABE 203

ABE 211

ABE 222

ABE 213

ABE 227

Fluid Mechanics

Agric materials handling technology

Farm Electrification

Farm Machinery & Mechanisation 2

Irrigation and Drainage

Technical Report Writing

2

2

2

2

2

2

2

3

3

3

2

0

4

5

5

5

5

2

4

5

5

5

5

2

MEC 221 Computer aided design and drawing 1 0 3 3 3

BAM 116 Introduction to Entrepreneurship 2 1 3 3

14 17 31 31

CURRICULUM TABLE (SEMESTER IV)

CODE COURSE TITLE THEORY PRACTICAL TOTAL CREDIT

HRS/WK

ABE 230

ABE 223

ABE 224

ABE 225

ABE 228

IAE 112

ABE 215

Farm Machinery Management

Soil and Water Conservation

Construction and maintenance of Farm Structures

Postharvest Technologies and Storage

Practical Project

Rural Sociology and Agricultural Extension

Farm Power

2

2

2

2

1

2

2

2

2

3

3

4

0

3

4

4

5

5

5

2

5

4

4

5

5

5

2

5

BAM 126 Practice of Entrepreneurship 1 2

14 19 33 33

PROGRAMMES: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

COURSE TITLE: USE OF ENGLISH I

CODE: GNS 101

DURATION: 2 HOURS PER WEEK (30 HOURS PER SEMESTER)

CREDIT UNITS: 2.0

SCHEDULE: 1ST SEMSTER

GOALS: This course is designed to provide the student with the necessary language skills which enable him to

cope effectively with the challenges of his course, to use English Language effectively in the practice of

his chosen profession as well as interact with others in the society.

GENERAL OBJECTIVES:

On completion of the course the student should:

1.0 Develop appropriate study skills.

2.0 Know the nature of language.

3.0 Understand the basic rules of grammar.

4.0 Know the essential qualities of paragraph.

5.0 Appreciate literacy works in English.

PROGRAMME: NATIONAL VOCATIONAL CERTIFICATE IN GENERAL STUDIES COURSE: USE OF ENGLISH COURSE CODE: GNS 101 CONTACT HOURS:2 hrs

GOAL: This course is designed to provide the student with the necessary language skills which enable him to cope effectively with the challenges of his

course, to use English Language effectively in the practice of his chosen profession as well as interact with others in the society.

COURSE SPECIFICATION: Theoretical Contents: Practical Contents:.

General Objective: 1.0 Develop appropriate study skills.

WEEK Specific Learning

Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities Learning

Resources

1 Study Skills

1.1 Explain the necessity for

acquiring good note

taking/making techniques.

1.2 List the methods of note-

taking/making.

1.3 Use the dictionary

correctly

Explain the necessity

for acquiring good

note taking/making

techniques.

List the methods of

note-taking/making.

Use the dictionary

correctly

2 1.4 List information sources

in the Library.

1.5 Locate information in the

sources listed in 1.4

above.

1.6 Identity good reading

habits.

List information

sources in the Library.

Locate information in

the sources listed in

1.4 above.

Identity good reading

habits.

3 1.7 Explain the different

methods of reading, viz,

scan, skim, normal and

study.

1.8 Use the different methods

of reading explained in

1.7 above.

Explain the different

methods of reading,

viz, scan, skim, normal

and study.

Use the different

methods of reading

explained in 1.7

above.

General Objectives: 2.0 Know the nature of language.

WEEK Specific Learning Teachers Activities Learning Resources Specific Learning Objective Teachers Activities

Objective Theory

4 Language

2.1 Explain the concept of

language.

2.2 List the characteristics of

language.

2.3 Explain the four language

skills, viz, speaking,

listening, writing, reading.

Explain the concept of

language.

List the characteristics

of language.

Explain the four

language skills, viz,

speaking, listening,

writing, reading.

5 2.4 Explain the functions of

language.

2.5 List the uses of English

Language in Nigeria, e.g.

as the language of

research, government,

commerce, etc.

Explain the functions

of language.

List the uses of

English Language in

Nigeria, e.g. as the

language of research,

government,

commerce, etc.

General Objectives: 3.0 Understand the basic rules of grammar. General Objectives:



Resources

6 Grammatical Conventions

3.1 Explain grammar

3.2 Explain parts of speech.

Explain grammar

Explain parts of

speech.

-

7 3.3 Analyze the use of parts

of speech in sentences.

3.4 Correct common errors in

the use of parts of speech

in sentences.

3.5 Construct sentences with

correct syntactic

arrangement.

Analyze the use of

parts of speech in

sentences.

Correct common errors

in the use of parts of

speech in sentences.

Construct sentences

with correct syntactic

arrangement.

8 3.6 List punctuation marks.

3.7 Enumerate the uses of

punctuation marks.

List punctuation

marks.

Enumerate the uses of

3.8 Punctuate a given

passage.

3.9 Explain idioms

punctuation marks.

Punctuate a given

passage.

Explain idioms

9 3.10 Explain figures of

speech.

3.11 Explain affixation.

3.12 Construct sentences to

illustrate idioms, figures

of speech and affixes.

Explain figures of

speech.

Explain affixation.

Construct sentences to

illustrate idioms,

figures of speech and

affixes.

General Objectives: 4.0 Know the essential qualities of paragraphs. General Objectives:



Resources

10 Paragraphing

4.1 Define a paragraph

4.2 Name the parts of

paragraph, viz., topic

sentence, development,

and conclusion/transition.

Define a paragraph

Name the parts of

paragraph, viz., topic

sentence, development,

and

conclusion/transition.

11 4.3 Explain the thematic

qualities of a paragraph

viz, unity, coherence and

emphasis.

4.4 Explain methods of

paragraph development,

viz, example, definition,

comparison and contrasts

etc.

Explain the thematic

qualities of a

paragraph viz, unity,

coherence and

emphasis.

Explain methods of

paragraph

development, viz,

example, definition,

comparison and

contrasts etc.

12 4.5 Explain methods of

ordering details in a

paragraph viz, less

complex to more complex

and vice versa, less

important to more

Explain methods of

ordering details in a

paragraph viz, less

complex to more

complex and vice

versa, less important to

important and vice versa,

spatial, chronological, etc.

4.6 Write specific paragraphs

to illustrate 4.2 to 4.5

above.

more important and

vice versa, spatial,

chronological, etc.

Write specific

paragraphs to illustrate

4.2 to 4.5 above.

General Objective: Appreciate literacy works in English.



Resources

13 Literature in English

5.1 Give the meaning of

Literature.

5.2 Trace the development of

literature.

Give the meaning of

Literature.

Trace the development

of literature.

14 5.3 Differentiate between the

literary genres.

5.4 Explain the functions of

literature.

Differentiate between

the literary genres.


of literature.

15 5.5 Explain the terminology

of prose fiction, e.g. plot

setting, characterization

etc.

5.6 Answer an essay question

on a given novel.

Explain the

terminology of prose

fiction, e.g. plot

setting,

characterization etc.

Answer an essay

question on a given

novel.

Programme: Agricultural and bio-environmental engineering technology: National Diploma

Course: GNS 111 Citizenship Education

Duration: 30 hours (2 hours theory per week)

Unit: 2

Goal: To raise awareness and understanding of individual rights and responsibilities as a citizen of Nigeria

General Objectives:

1.0: Understand the Constitution of Nigeria

2.0: Understand the federal system of government in Nigeria

3.0: Know the constitutional rights and obligations of Nigerian citizens

4.0: Understand Citizenships

5.0: Fundamental objectives and directive principles of state policy in Nigeria

Course: CITIZEN EDUCATION Course Code: GNS 111 Contact Hours

2HRS/WEEK

Course Specification: Theoretical Content

General Objective 1.0: Understand the Constitution of Nigeria

Week Specific Learning Outcome: Teacher Activities Resources

1 - 4 1.1 Explain the term constitution

1.2 Distinguish the different types of constitution

1.3 Highlight some provisions of an International

Constitution

1.4 Explain the effectiveness of International

Constitution

1.5 Explain the supremacy of the Nigerian

Constitution to other laws with emphasis on the 1989

constitution

1.6 Evaluate the main parts of the Nigeria

Constitution

1.7 Draft a constitution for an association

1.8 Trace the historical development of the Nigerian

Constitution

1.9 Discuss the merits and demerits of each of the

Nigerian constitutions

1.10 Explain the concept of "rule of law"

Ask the students:

1. what their understand by the term constitution and

to distinguish the different rules of constitution

known

2. to explain the effectiveness of International

Constitution

3. to explain Nigerian Constitution to other laws.

4. To identify the main parts of the Nigerian

Constitution.

5. Assess to the students by given the assignment to

draft a constitution for an association

Chalkboard, duster

General Objective 2.0: Understand the federal system of government in Nigeria


5 - 7 2.1 Describe a federation

2.2 Distinguish a federation from a confederation

2.3 Outline the basis for the federal system in Nigeria

2.4 Examine the evolution, structure and functions of

the federal system in Nigeria.

2.5 Analyse the relationships among the three tiers of

government in Nigeria

Ask the students:

6. to describe a federation and to differentiate

between a federation and a confederation

7. to define the functions of the federal system in

Nigeria and the relationship among the three tiers of

government

Chalk, blackboard,

duster

2.6 Evaluate the revenue allocation formula in

operation in Nigeria

2.7 Compare and contrast other federation with

Nigeria

8. to evaluate the revenue allocation formula

operation in Nigeria

General Objective 3.0: Know the constitutional rights and obligations of Nigerian citizens


8 - 9 3.1 Examine the significance of rights and

obligations in Nigeria

3.2 Assess government's protection of fundamental

rights as contained in the Nigerian constitution

Ask the students to identify the responsibilities and

duties of Nigerian citizenship

Chalk, blackboard,

duster

3.3 Evaluate the responsibilities and duties of

Nigerian citizenships and the benefits for performing

them

3.4 Assess the responsibilities and duties of

constituted authority to the people

3.5 Evaluate the responsibilities and duties of

government to the people

General Objective 4.0: Understand Citizenships


10 -

12

4.1 Discuss the significance of citizenship

4.2 Analyse the principles and benefits of citizenship

4.3 Explain the difference in the modes of acquiring

citizenship

4.4 Evaluate the merits and demerits of each type of

citizenship

4.5 Analyse the basis for the acquisition and

withdrawal of Nigerian citizenship

4.6 Examine the benefits derivable from Nigeria

citizenship

Ask the students:

- to discuss and analyse the principles and benefits

of citizenship

- to analyse the basis for the acquisition and

withdrawal of Nigerian citizenship

Chalk, blackboard,

duster

General Objective 5.0: Fundamental objectives and directive principles of state policy in Nigeria


13 -

15

5.1 State the fundamental obligations of government

as provided in the constitution

5.2 Explain the general provisions of the

fundamental objectives and directive principles of

state policy

5.3 Explain the political, economic, social and

education policies of Nigeria

5.4 Explain the directive principles and policy of the

Nigerian government on culture, the mass media,

national ethics and duties of the citizen

5.5 Assess the conformity observance and

application of the fundamental objectives and

directive principles of state policy by governments

and people of Nigeria.

5.6 Recommend improvements on the provision

conformity, observance and application of the

fundamental objectives and directive principles of

state policy

Ask the students to explain the directive principles

and policy of the Nigerian government on cultures,

the mass media, national ethnics and duties of the

citizen

Chalk, blackboard,

duster

ASSESSMENT: The continuous assessment, tests and quizzes will be awarded 40% of the total score. The end of the

Semester Examination will make up for the remaining 60% of the total score.

Program:

Course code:

COM001

Contact hours:

3 hours/week

Subject/Course:

Computer Applications 1

Theoretical:

0 hours/week

Year:1 Semester:1 Pre-requisite: None Practical:

3 hours/week

General Objectives

1. Understand computer basics and use the operating system.

2. Use a word processing package.

3. Use a spreadsheet package(Excel).

Department:

Course code:

G103

Contact hours:

3 hours/week

Subject/Course:


Theoretical:

0 hours/week

Year:1 Semester:1 Pre-requisite:

None

Practical:

3 hours/week

General Objective1: To understand computer basics and to use the operating system

Theoretical contents Practical contents

Week/

s

Specific

learning

outcomes

Teach

er’s

activiti

es

Reso

urces

Specific learning

outcomes Teacher’s activities Resources

1

Identify

What is computer .

Computer system

How a computer works

Hardware.

Software

Software application

Explain:

What is a software

What is an operating system.

To be able to use:

the desktop

icons

the taskbar

the start menu

Networked PC Lab

Appropriated

operating system

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board

4

Know how to:

Navigate to different

drives and folders

and drives

Use windows

explorer to manage

folders.

Use windows

explorer to manage

files.

Demonstrate:

How to navigate to different

folders and drives

How to create select, , delete, ,

rename, move, copy a folder.

How to create select, , delete,

restore, rename, move, copy a

files.

Use the search command to

look for specific files.

Networked PC

Lab

Appropriated

operating system

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

General Objective2: To use correctly a word processing package.

2

Know how to:

Start / End the

applications.

Identify the main parts

of word processing

applications.

Demonstrate:

How to Start/End an

application.

main part of the word

processing software

Networked PC

Lab

Word processing

packages

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

3

Know how to

Format a document

Format characters

Format paragraphs

Type and edit a short

text

Copy move blocs of

text.

Find and replace a

text

Save the document.

Demonstrate:

How to open and close one or

several documents.

How to switch between open

documents

How to create a new

document (based on default

or other available template).

How to save document to a

location on a drive.

How to save the document

with different format.

TXT, HTML

Networked PC

Lab

Word processing

packages

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

5

Know how to

Prepare the

document

Demonstrate:

How to edit a document,

typing, inserting text,

selecting text, inserting

additional text, rearranging

blocks of text, deleting blocks

of text, search and replace text

,undo changes, formatting

text, styles, change font

typeface and size, font styles

and effects, change text

colour, highlight text ,copy

formatting, clear formatting,

formatting paragraphs, indent

paragraph.

.

Networked PC

Lab

Word processing

packages

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

6

Know how to handle

Graphics

Demonstrate:

Symbols, special characters,

equations, illustrations,

pictures, smartart, resize

graphics

Networked PC

Lab

Word processing

packages

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

7

Know how to Create

and use table

efficiently.

Insert, edit data in a

table.

Demonstrate:

Inserting a table.

Inserting, editing data in a

table.

Selecting rows, columns,

cells, entire table.

Inserting, deleting, rows and

columns.

Modifying column with, row

height.

Modifying cell borders and

shadings.

Networked PC

Lab

Word processing

packages

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

8

Know how to:

Proofread a

document, spelling

and grammar ,

thesaurus, customize

Demonstrate:

Proofreading a document,

spelling and grammar ,

thesaurus, customize

autocorrect, create a new

Networked PC

Lab

Word processing

packages

autocorrect, create a

new default

dictionary, check

word count, page

formatting, modify

page margins and

orientations ,apply a

page border and

colour, insert

common header and

footer information ,

create a page break.

default dictionary, check word

count, page formatting,

modify page margins and

orientations ,apply a page

border and colour, insert

common header and footer

information , create a page

break.

Appropriated

exercises stored on

each PC

Internet access

Smart board/

white board

General Objective3: To use correctly a Spreadsheet g package.(Excel)

9

Know how to:

Start stop the Excel

application

Identify different

elements of Excel

Create, Save, Open

and Close a worksheet.

Work with cells, rows

and columns..

Demonstrate:

How to start and stop the

application

To show:

The different elements of

a spreadsheet application

To demonstrate:

How to move around he

worksheet using the

mouse and using the

keyboard

Enter samples of data into

a cell

Create a new spreadsheet

using the default template,

Save, Open and Close an

Excel.

Select a cell, a range of

adjacent cells, a range of

non-adjacent cells,

Entire rows,

Entire columns Entire

worksheet.

Insert /Delete rows,

columns in a worksheet.

Modify column widths,

row heights.

Networked PC Lab

Excel

Package

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board

10

Know how to:

Enter different types of

data

text

Demonstrate:

Enter different types of

data

Edit and modify the

Networked PC Lab

Excel

numbers

date

time

Format data and

present them correctly

content of a cell

Move, copy, Delete, the

content of a cell (within a

worksheet or between

worksheets),

Use the auto fill facilities

to fill a rang cells with

numbers, dates, days

Format cells to display

numbers to a specific

number of decimal places.

to display numbers with,

without commas to

indicate thousands.


date style.

Format cells to display a

currency symbol.


numbers as percentages.

Change cell content

appearance: font sizes,

font types and colour.

Apply formatting to cell

contents such as: bold,

italic, underline, double

underline.

package

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board

11

Know how to Format

cell by applying

colours borders and

alignments.

Demonstrate:

How to

Apply different colours to

cell content, cell

background.

Networked PC Lab

Excel

package

Copy the formatting from

a cell, cell range to

another cell, cell range.

Apply text wrapping to

contents within a cell.

Align contents in a cell,

cell range: left, centre,

right, top, bottom.

Centre a title over a cell

range.

Adjust cell content

orientation.

Add border effects to a

cell, cell range.

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board /

12

Know how to Generate

formulas using cell

references and

arithmetic operators.

Demonstrate How to

Work with a workbook

,save a workbook, open a

workbook, entering data.

Networked PC Lab

Excel

package

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board

13

Know how to Generate

formulas using standard

functions.

To demonstrate:

How to

Generate formulas using

standard functions such as

sum, average, minimum,

Networked PC Lab

Excel

package

Appropriated

exercises stored on

maximum, count,

functions.

How to the insert function

wizard to generate a

formulas that implements t

each PC

Internet access

Smart board/ white

board

14

Know how to Create a

chart using Autosum,

linking work sheets,

sort and filter..

Demonstrate:

How to

Use Autosum, linking

work sheets, sort and

filter..

Networked PC Lab

Excel

package

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board /

15 Know how to:

Format a chart

Add a title, label to the

chart/graph. Remove a

title, label from the

chart/graph

Change the chart/graph

type

Change the background

colour in a chart/graph.

Change the column,

bar, line, pie slice

colours in the

chart/graph.

Duplicate, move

charts/graphs within a

worksheet, between

Demonstrate how to:

Format a chart

Add a title, label to the

chart/graph. Remove a

title, label from the

chart/graph

Change the chart/graph

type

Change the background

colour in a chart/graph.

Change the column, bar,

line, pie slice colours in

the chart/graph.

Duplicate, move

charts/graphs within a

worksheet, between open

spreadsheets.

Networked PC Lab

Excel

package

Appropriated

exercises stored on

each PC

Internet access

Smart board/ white

board /

open spreadsheets.

Resize, delete

charts/graphs.

Resize, delete

charts/graphs.

ASSESSMENT (%)

Continuo

us

Mid

Semeste

r

End

Semeste

r

Total

Practica

l

20 20 60 100


Course: MEC 112 Technical Drawing

Duration: 60 hours (4 hours practical per week)

Unit: 4

Goal: To develop the ability to produce accurate, correctly dimensioned and labelled engineering drawings

General Objectives:

On completion of this module, the student should be able to:

1. Know different drawing instruments, equipment and materials used in technical drawing.

2. Know graphical communication.

3. Know the construction of simple geometrical figures and shapes.

4. Know Isometric and Oblique Protections.

5. Know single orthographic projections.

6. Understand the interactions of regular solids.

COURSE: TECHNICAL DRAWING Course Code: MEC 112 Contact Hours: 4

hrs./Wk

Course Specification: Practical Contents

General Objective 1.0: Know different drawing instruments, equipment and materials used in technical drawing.

Week Specific Learning Outcome: Teachers Activities Resources

1 1.1 Identify the different types of drawing instruments,

equipment and materials.

1.2 Outline the uses of the various instruments, equipment

and materials.

1.3 State the precautions necessary to preserve items 1.1

above.

1.4 Use each of the items in 1.1 above.

1.5 Maintain the various instruments and equipment.

• Present the students all drawing

instruments:

a. Drawing set

b. T-Square

c. Drawing board

d. Set squares

e. Types of pencils (H to B)

f. Show to demonstrate and explain the

uses of all of the above.

Black board ruler (1m)

Black board Tee-Square

Black board compass

Blackboard protector

Adjustable set-square

60 set square

45 set square

French curve set

Templates

Duster

Chalk

Complete drawing table

General Objective 2.0: Know Graphical Communication


2 2.1 Explain graphics and the different types of graphic

present

2.2 Illustrate the various convention present in graphical

productions of construction lines, finished lines, hidden and

overhead details projections, centre lines, break lines,

dimensioning of plane, elevation and sections of objects.

2.3 Layout of drawing sheets with the following (a) Margins

(b) Title block etc.

2.4 State the various standards of drawing sheets.

2.5 Print letters and figures of various forms and characters.

2.6 Illustrate conventional signs, symbols and appropriate

lettering characters.

• Ask the students to illustrate in a

drawing the various types of lines

based on BS 308 1972 Part 2. and

assess.

• Ask the students to set drawing area

on A1 paper with a title block and the

boarder lines and assess.

• Ask students to illustrate technical

lettering in capital and small letters,

using, free hand and using letter

stencils and assess.

• Ask students to identify the various

-do-

standard sheets A0-A4 and assess

• Ask students to draw conventional

signs and symbols

• and assess

General Objective: 3.0 Know the construction of simple geometrical figures and shapes.


3-4 3.1 Explain the purpose of geometrical construction in

drawing parallel.

3.2 Construct parallel and perpendicular lines

3.3 Construct and bisect lines, angles and areas

3.4 Divide a straight line into given number of equal parts.

3.5 Identify polygons (regular or irregular)

3.6 Construct regular polygons with N sides in a given circle,

given (a) distance across flats (b) distance across corners

3.7 Define a circle

3.8 Explain the properties of a circle, e.g. radius, diameter,

normal, tangent, circumference etc.

• Ask students to illustrate the

construction of simple geometrical

figures and shapes and assess

• Ask students to construct parallel and

perpendicular lines and assess

• Ask students to construct and bisect

lines, angles and areas and assess

• Ask students to divide a straight line

into a graph number of equal parts

using the compasses and assess

• Ask students to different between

regular and irregular polygons and

assess

• Ask students to construct regular

polygon with N side and assess.

• Ask students to differentiate between

regular and irregular polygons and

assess

• Ask students to construct regular

polygon with N-sides and assess

5 3.9 Carry out simple geometrical constructions on circles e.g.

(a) diameter of a circle of a circle of a given circumference.

(b) the circumference to a circle of a given diameter (c) a

circle to pass through 3 points (d) a circle to pass through 2

points and touch a given line (e) a circle to touch a given

smaller circle and a given line (f) tangents to circles at

• Ask students to explain the various

properties of a circle and assess

• Ask students to differentiate the

different methods of constructing

ellipses and assess

• Ask students to construct an ellipse

-do-

various points (g) an arc of radius tangent to two lines at an

angle to less than and more than 90 (h) an are externally

tangent to two circles (i) inscribing and circumscribing circles

using the various methods and assess

6 3.10 Define an ellipse

3.11 Construct ellipse by using (a) trammal method (b)

concentric circle method.

3.12 Explain the following draughting techniques (a)

Projection method (b) Measurement method (c) Transposition

method.

3.13 Construct plane scales and diagonal scales, using

appropriate instruments.

• Ask students to explain the various

draughting techniques and assess

• Ask students to construct plane and

diagonal scales

• and assess.

General Objective 4.0: Know Isometric and Oblique Projections.


7-10 4.1 Explain isometric and oblique projections.

4.2 Draw a square in isometric and oblique forms

4.3 Draw a circle in Isometric and oblique forms

4.4 Draw an ellipse in Isometric and oblique forms.

4.5 Draw a polygon with a minimum of eight sides in

Isometric and oblique forms

4.6 Dimension holes, circles, arcs and angles correctly on

isometric and obliques.

4.7 Use appropriate convention symbols and abbreviations.

• Ask students to differentiate between

Isometric and oblique projections and

assess

• Ask students to construct a square

and circle in isometric and oblique

projections and assess

• Ask students to draw a polygon in

isometric and oblique projections and

assess

• Ask students to construct and

dimension holes circles, arcs and

angles in isometric and oblique

projection and label with appropriate

conventional symbols and

abbreviations and assess

Recommended

textbooks. Chalkboard,

dust, chalk, lecture

notes, drawing sets

General Objective 5.0: Know single orthographic projections.


11-12 5.1 Explain the principle of orthographic projection. • Ask students to differentiate between Recommended

5.2 Illustrate the principle planes of projection (a) Vertical

plane (b) Horizontal plane.

5.3 Explain why the first and third angles are used and the

second and fourth angles not used.

5.4 Project views of three-dimensional objects on to the basic

planes of projection in both first and third angle to obtain (a)

the front view or elevation (b) the top view or plan.

first and third angle orthographic

projection and assess

• Ask students to explain the vertical

and horizontal planes in orthographic

projection and assess

• Ask students to construct

orthographic projections of simple

objects in first and third angle

orthographic projections and assess



notes, drawing sets

General Objective 6.0: Understand the intersections of regular solids.


13-15 6.1 Explain interpretation or intersections of solids.

6.2 Draw the lines of intersections of the following regular

solids and planes in both first and third angles.

a. Two square-prisms meeting at right angles.

b. Two dissimilar square prisms meeting at and angle.

c. Two dissimilar square prisms meeting to an angle

d. A hexagonal prism meeting a square prism at right angles.

e. Two dissimilar cylinders meeting at an angle.

7. Two dissimilar cylinders meeting at right angle, their

centres not being in the same vertical plane.

• Ask students to give examples of

intersection of solids

• Ask students to construct:

• Two square-prisms meeting at right

angles

a. Two dissimilar square prisms merely

at “

b. Two dissimilar square prisms

meeting 60

c. An hexagonal prism meeting a

square prism

d. Two dissimilar cylinders meeting at

an angle

e. Two dismal cylinders meeting at

right angle, then centres at long in the

same vertical place.

f. As in 6.2

Recommended



notes, drawing sets

ASSESSMENT: The continuous assessments, tests and quizzes will be awarded 40%, while the remaining 60% will be for the

end of the Semester Examination Score.


Course: EEC 115 Electrical Engineering Science

Duration: 45 hours (1 hour theory plus two hours practical per week)

Unit: 3

Goal: To develop the student’s understanding of electricity and electrical components and circuitry

General Objectives:

On completion of the module, the students should be able:

1. Understand the concept of the electric current flow.

2. Understand simple d.c circuits.

3. Know various types of energy and their inter-relationships.

4. Understand the concept of electrostatics, electric charge and capacitance of capacitor.

Course: ELECTRICAL ENGINEERING SCIENCE I Course Code: EEC 115 Contact Hours: 15 Hrs Lecture


General Objective 1.0: Understand the concept of electric current flow


1 - 3 1.1 Define an atom 1.2 Explain the structure and composition of an atom 1.3 Differentiate between conductors, insulators and semi-conductors. 1.4 Explain the concepts of current and electron flow 1.5 Define electric current, potential difference electromotive force (e.m.f) and resistance, state their units and symbols. 1.6 State multiples and sub-multiples of Electric quantities; (e.g. Mega 106, kilo-103, etc)

• Draw atomic structure to explain to the student its composition. • Explain the electron mobility • Draw the atomic structure to explain the unique differences in their structure. • Explain with the aid of diagrams how the current & electron flow. • Write down the formulae and symbols for current flow, p.d. or e.m.f., resistance. • Explain them to the students. • Explain quantities of electricity and their units.

• Chalk Board, Chalk, Textbook, Charts

General Objective 2.0: Understand simple dc circuits


4 - 6 2.1 Define d.c. Current 2.2 State the analogy between current flow and water flow. 2.3 Describe basic d.c. circuits 2.4 Explain Ohm's law 2.5 Verify by experiment the Ohm's law 2.6 Solve problems using Ohm's law 2.7 Define resistivity and conductivity of a conductor. 2.8 State the relationship between resistance of a conductor, its resistivity, length and area.

• State the definition of current. • Explain how flow of current is similar to the flow of water. • Draw the basic d.c circuit with source. • Explain the flow of current. • Use diagrams to explain Ohms law. • Give some circuit with resistive components. • Verify Ohms laws. • Explain how to obtain resistivity and conductivity from the formula R =ρ1/a

2.9 Differentiate between series and parallel circuits. 2.10 Solve problems involving resistivity and conductivity 2.11 Deduce the equivalent resistance of series and parallel circuits.

7 - 9 2.12 Explain Kirchoff's laws. 2.13 Verify by experiment the Kirchoff's laws. 2.14 Explain the Superposition Principles 2.15 Solve problems involving series and parallel circuits using Kirchoff's laws and superposition principles. 2.16 Define temperature coefficient of resistance 2.17 Use the expression for resistance at temperature T°k and to calculate change in resistance. 2.18 See from 2.18 the change in resistance due to change in temperature 2.20 Solve problems involving effect of temperature on resistance

• Explain how to obtain resistivity from the formula R =ρ1/a • Draw the circuit diagrams for series and parallel connections. • Explain the differences between the Kirchoff's laws and superposition principles. Give examples. • Explain the relationship between the temperature and resistance of a wire. • Show how to calculate a change in resistance when the temp changes. Explain why there is a temperature change when the current flows through a wire. • Show a typical graph of resistance against temperature

Solve problems

General Objective 3.0: Understand various types of energy and their inter-relationships


10 - 12

3.1 Explain various types of energy 3.2 Explain the relationship between electrical, mechanical and thermal energy. 3.3 State 5.1 units of various types of energy in 3.2 3.4 State Joule's law 3.5 Solve problems involving Joule's law

Explain the sources of various energy generations. • Show how they are related to electrical energy • Explain their units. • Solve problems

General Objective 4.0: Understand the concept of electrostatics, electric charge and capacitance of capacitors.


13 - 14

4.1 Explain electric charge 4.2 State its unit 4.3 State Coulomb's law 4.4 Solve problems involving coulomb's law 4.5 Define electric field strength, electric flux density, permitivity, relative permitivity, field intensity, potential and electric flux. 4.6 Solve problems involving the terms in 4.5 4.7 Define capacitance 4.8 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permitivity of the dielectric.

• Explain sources of electric charges and electrostatic charges • Explain the mathematical formula for the electric charge, electrostatic charges. • Treat energy store in Capacitor.

15 4.9 Derive an expression for the capacitance of parallel plate capacitors in terms of area, the distance between plates and permitivity of the dielectric. 4.10 Derive an expression for the capacitance of a capacitor with composite dielectrics 4.11 Derive an expression for the voltage distribution between series connected capacitors. 4.12 Deduce an expression for the equivalent capacitance for capacitors connected in series and in parallel. 4.13 Derive an expression for the energy stored in a capacitor 4.14 Solve problems involving 4.8 to 4.12.

Assessment: The practical class will be awarded 40% of the total score. The continuous assessments, test and

quizzes will take 10% of the total score, while the remaining 50% will be for the end of the semester examination score

Course: ELECTRICAL ENGINEERING SCIENCE I

Course Code: EEC 115 Contact Hours: 30 Hrs Practical

Course Specification: Practical tasks

General Objective 1.0: Perform experiments on d.c circuits to understand electrical quantities.

Week Special Learning Outcome: Teachers Activities Resources

1 - 7 1.1 Perform experiment on a single loop d.c circuit with variable e.m.f 1.2 Verify Ohm's law 1.3 Carry out experiments on series and parallel circuits. 1.4 Verify Kirchoff's law with d.c circuits. 1.5 Verify superposition principles.

• Teachers should ensure necessary precautions are taken during the experiment.

• Resistors, capacitor, voltmeter, ammeter, ohmmeter, cable, emf sources, thermometer.

8 - 11 2.1 Determine by experiment the temperature coefficient of resistance. 2.2. Verify by experiment the heating effect .

-do- -do-

12 -15

3.1 Perform experiment to determine the d.c power 3.2 Verify Joules' Law 3.3 Perform experiment on charging and discharging of a capacitor.

-do- -do-

Assessment: The practical class will be awarded 40% of the total score. The continuous assessments, test and quizzes will take 10% of the total score, while the remaining 50% will be for the end of the semester examination

score

PROGRAMME: National Diploma in Agriculture Technology

COURSE: AGT 111 - Principles of Crop Production

DURATION: 60 hours (2 Hours Theory, 2 Hours Practicals)

UNITS: 2.0

GOAL: To acquaint the students with the principles and practices of crop production.

General Objectives:

On completion of this course the student should be able to:

1.0 Identify and understand the scope of crop production in Nigeria.

2.0 Understand the different cropping systems.

3.0 Understand the principles and practices of tillage.

4.0 Understand the different methods of propagating plants.

5.0 Understand and practise successful weed control in crop production

6.0 Understand the principles and practices of manuring and fertilising.

7.0 Understand the principles and practices of crop protection.

8.0 Understand the principles and practices of harvesting, storage and product handling.

PROGRAMME:NATIONAL DIPLOMA IN AGRICULTURAL TECHNOLOGY

COURSE TITLE: PRINCIPLES OF CROP

PRODUCTION

COURSE CODE: AGT 111 CONTACT HOURS: 60 HOURS (2 hrs

lectures, 2 hours practicals)

GOAL: To acquaint the students with the principles and practices of crop production.

COURSE SPECIFICATION: Practical Contents:

General Objective: 1.0 Identify and understand the scope of crop

production in Nigeria.

WEEK Specific Learning Objective Teachers

Activities

Learning

Resources

Specific

Learning

Objective

Teachers

Activities

Learning

Resources

1

2

1.1 Understand the scope of crop

production.

1.2 Know the objectives of crop

production.

1.3 Understand the importance of

crop production to agriculture.

1.4 Appreciate the factors affecting

crop production e.g.

i. environmental

factors;

ii. economic factors;

iii. social factors.

Explain and

demonstrate the

scope and

objectives of crop

production.

List and explain

the principles and

application of

crop production

in agriculture.

Explain the

factors affecting

crop production.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

See the scope and

importance of

crop production

by visiting a range

of crop production

enterprises.

See how specific

factors affect the

choice of

cropping systems.

Accompany

students on

scoping visits

and explain what

they are seeing.

Accompany

students on visits

and explain what

they are seeing.

Suitable visit

venues.

Suitable visit

venues.

General Objective: 2.0 Understand the different cropping systems.


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

3

4

2.1 Understand the following

cropping systems:

i. mixed cropping;

ii. crop rotation;

iii. monoculture;

iv. relay cropping

2.2 Understand the advantages and

disadvantages of different cropping

systems.

2.3 Evaluate and select cropping

systems to suit different situations.

Explain cropping

systems and

explain the

advantages and

disadvantages of

each.

Introduce

methods of

evaluation.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Identify the

different cropping

systems.

Selection of

cropping system to

suit a practical

situation.

Guide students

to identify the

different

cropping

systems.

Help students to

evaluate and

make a decision

on cropping for

a given field

situation.

College and

private farms.

College or

private farm.

General Objective: 3.0 Understand the principles and practices of

tillage.


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

5

6

3.1 Understand the term “tillage”

and be aware of the requirements for

seedbed production.

3.2 Understand how to produce

suitable seedbeds.

Explain the term

“tillage” and the

concept of seed

requirements for

germination and

survival.

Explain how

implements,

animals and

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

See examples of

seedbed

preparation for

different crops

using different

implements.

Carry out tillage

operations in field.

Demonstrate

examples of

seedbed

preparation for

different crops

using different

implements.

Guide student to

carry out tillage

College farms.

Tractor, hoes,

ox-drawn

machines are

used to produce

seedbeds

Slide projector

White board

Markers.

Laptop

computers.

operations. tillage

implements

and land.

General Objective: 4.0 Understand the different methods of

propagating plants.


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

7

8

4.1 Understand the difference

between sexual and asexual

propagation.

4.2 Decide which of the two

methods of propagation in 4.1 above

to use.

4.3 Be able to determine the quality

of planting materials.

4.4 Know about the different

planting methods:

i. in situ;

ii. drilling;

iii.dibbling;

iv.broadcasting.

.

4.5 Understand supplying and

thinning and determine when to

supply or thin.

Explain the

difference

between asexual

and sexual

propogation and

why each is used.

Emphasize the

quality of

planting

materials.

Introduce

students to the

different planting

methods.

Explain the

concepts of

supplying and

thinning.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Identify and

understand the

different methods

of propagation in

practice.

How to test for

seed viability.

Plant seeds using

the different

methods at the

appropriate time

Supply seeds or

seedlings and thin

seedlings.

Guide students

to identify the

different

methods of

propagation.

Show students

how to

determine the

viability of

seeds.

Guide students

to plant seeds.

Guide students

to thin and

supply seeds

where

necessary.

Crop seeds,

cuttings, bulbs,

rhizomes,

leaves and

tubers.

Seeds,

containers,

compost and

growing

chambers.

Seeds,

containers,

compost and

growing

chambers.

General Objective: 5.0 Understand and practise successful weed

control in crop production.

Practical Contents:


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

9

10

5.1 Have a basic understanding of

the definition and classification of

weeds.

5.2 Identify some common weeds

within the ecological zone.

5.3 Appreciate the effects of weeds

on growing crops.

5.4 Understand how weeds can be

controlled.

5.5 Know the different generic types

of herbicides.

5.6 Identify common manufactured

herbicides in use and apply them to

crops.

Introduce the

range of weeds in

Nigeria and

explain their

importance.

Explain how

weeds are

controlled by

chemical and

non-chemical

methods.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Field identification

and classification

of weeds.

Identify different

types of herbicides

and calibrate

herbicide

application

equipment and

machinery.

Guide students

to identify and

classify weeds.

Students should

make a weed

album.

Guide students

to identify

herbicides and

calibrate

herbicide and

application

equipment and

machinery.

Weed

identification

textbooks and

standard weed

album.

Herbicides

containers,

spraying

equipment,

spraying

machinery,

tractors.


manuring and fertilising.

Practical Contents:


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

11

6.1 Know the objectives of

manuring and fertilizing.

6.2 Identify the different types of

manure and fertilizer in use.

6.3 Prepare some manures like

compost and farm yard manures.

Explain the

objectives of

manuring and

describe the

different types of

manure in use.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Identify the

different types of

manures and

fertilizers.

Prepare compost.

Guide students

to identify

different

manures and

fertilizers.

Guide students

to make

compost.

Inorganic

fertilizers

Sheep and goat

manure, cow

dung, poultry

litter, pig litter.

Grass, water,

ash, compost

12

6.4 Understand the time and rate of

application of manures and

fertilizers.

6.5 Recognize and understand the

following terminologies:-

i. fertilizer ratio;

ii. fertilizer rate;

iii. active nutrients.

6.6 Appreciate the importance of

nutrient elements found in manures

and fertilizers.

6.7 Understand the methods used to

apply manures and fertilizers on

crops.

Explain time and

rate of manure

and fertilizer

application.

Define manure

ratio and

fertilizer rate.

Help students to

calculate nutrient

content of

fertilizers and

manures.

Describe

application

methods.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Apply manures

and fertilizers.

Assist students

to apply

manures and

fertilizers.

pit.

Fertilizer,

manures and

application

machinery.

General Objectives: 7.0 Understand the principles and practices of

crop protection.

Practical Contents:


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

13

7.1 Understand the terms pests and

diseases in relation to crop

production.

7.2 List the common pests and

diseases of crops in the field and in

storage.

7.3 Identify some common pests and

diseases of field crops.

7.4 Appreciate the effects of these

pests and diseases on field crops and

stored products.

Define pest and

disease and list

common pest and

diseases of crops.

Describe physical

and economic

effects of pest

and diseases.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Identify common

pests and diseases

of field crops and

stored products.

Guide students

to identify

common pest

and diseases of

field crops and

stored products.

Pests and

disease albums

14 7.5 Know which pest control

measures should be adopted both in

the field and storage especially

biological, chemical and integrated

methods.

7.6 Understand the advantages and

disadvantages of various pest and

disease control measures.

Explain time of

application of

pesticides and the

advantages and

disadvantages of

pest and disease

control methods.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Practise pest and

disease control

measures.

Guide students

to perform pest

and disease

control

measures.

Pesticides and

application

machinery.

Crops.


harvesting, storage and product handling.

Practical Contents:


Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

15 8.1 Understand the concept of

‘harvesting’.

8.2 List the factors guiding

harvesting time.

8.3 Identify harvesting tools and

equipment.

8.4 Know the procedures for

transporting and storing and

preserving harvested products.

8.5 Know the procedures for

primary processing of freshly

harvested products.

8.6 Identify agricultural products

preservation structures e.g. cribs

rhombus barns, silos etc.

Define harvesting

and factors

guiding harvest

timing. Explain

harvest methods

and machinery.

Explain how

crops are safely

transported and

stored, short and

long term.

Explain primary

processing.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Identify harvesting

tools and

equipment.

Carry out

harvesting of

named field or tree

crop.

See practical

successful storage

systems.

Guide students

to identify

harvesting tools

and carry out

harvesting

operation.

Accompany

students to see

crop storage.

Cutlasses, hoes,

threshers,

combine

harvesters.

Suitable visit

venues.

Suggested assessment:

3 in-class test @ 20% each = 60%

2 short projects @ 20% each = 40%

PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE I0I - Introduction to Agricultural and Bio Environmental Engineering DURATION: 60 Hours (3 Hour Lecture, 1 Hour Practical) UNIT: 4.0 GOAL: This course in designed to enable the students understand the scope of Agricultural

Engineering and its application in agricultural (crop, fibre and animal) production. GENERAL OBJECTIVES On completion of this course, the students should be able to:- 1. Outline the scope of Agricultural and Bio Environmental Engineering 2. Understand the roles of Agricultural and Bio Environmental Engineering in National Economic Development. 3. Know the application of Farm Power and Machinery in Agricultural Production. 4. Know the application of Soil and Water Engineering in Agricultural Production. 5. Know the application of Farm Structures in Agricultural Production. 6. Know the use of Electric Power in Agricultural Production 7. Know the application of Post harvest Technology in Agricultural Production. 8. Recognise the role of Professional Organizations and Professional Activities relevant to Agricultural Engineering.

PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL ENGINEERING AND BIO-ENVIRONMENTAL TECHNOLOGY

COURSE: Introduction to Agricultural and Bio Environmental Engineering

COURSE CODE: ABE 101 CONTACT HOURS: 60 HOURS (3 hr lecture: 1 hr practical)

GOAL: This course is designed to enable the students understand the scope of Agricultural Engineering and its application in agricultural production.

COURSE SPECIFICATION: : Theoretical content Practical Contents:

General Objective : 1.0 Outline the scope of Agricultural and Bio Environmental Engineering

WEEK Specific Learning Objective

Teachers Activities Learning Resources

Specific Learning Objective

Teachers Activities

Learning Resources

1 1.1 Understand the history and development of Agricultural Engineering.

Define Agricultural Engineering and explain its history and development within Nigeria, together with its mission to reduce human drudgery, increase production, increase efficiency, etc.

Chalk or magic board, cardboard drawings etc

Understand the history and development of Agricultural Engineering

Explain the history and development of agricultural engineering within Nigeria and illustrate with examples.

Chalk or magic board, cardboard drawings, photographs, etc.

1.2 Distinguish between Agricultural Engineering and other branches of Engineering.

List other fields of engineering (Mechanical, Civil, Electrical, Material and Metallurgy, etc). Explain the common boundaries and differences in the various branches of engineering. Emphasise the


Understand the differences between Agricultural Engineering and other branches of Engineering

Explain to the students that agricultural engineering is the application of various discipline in science and engineering to solve agricultural problems


uniqueness of Agric Engineering

2 1.3 Recognise the areas of specialization in Agricultural Engineering

State the areas of specialization of Agric. Engineering such as: *Farm Power and Machinery * Soil and Water Engineering *Farm Structures and Environment

*Processing and Storage

*Farm Electricity *Ergonomics and other emerging areas State the scope main target of each of the areas of specialization. Discuss their interrelationship of the areas of specialization.

Chalk or magic board, cardboard drawings, photographs, etc

Students should understand the need for various areas of specializations in agricultural engineering.

Display a chart of the areas of specialization and other sub-areas. Explain and show examples of the different aspects of agricultural engineering


General Objective: 2.0 Understand the roles of agricultural and Bio Environmental Engineering in National Economic Development.




Teachers Activities

Learning Resources

3 2.1 Understand the various job opportunities open to Agricultural Engineers in the Country.

List jobs in agriculture, engineering, education, banking, environmental and multinational sectors, etc Provide list of successful Agric Engineers in the listed sectors


Recognise the importance of Agric Engineering in agricultural production and the ability to reduce human drudgery, improve outputs and efficiency.

Explain the role of different positions within the agricultural engineering profession.


2.2 Recognise the contribution of Agricultural Engineering to National Economic Development such as:

(i) Employment generation in the Agricultural sector.

(ii) Production of food and fibre

(iii) Source of foreign exchange earnings.

(iv) Raw materials for industries, etc.

Explain the areas of national economic development. Explain what agric engineering has contributed or will contribute to such development. Provide list of successful Agric Engineers involved in the various areas of National development


Students should be able to explain how agric engineering is contributing or will contribute to national developments

Ask students to write a technical report on “The role of agric engineering and its contributions to national development”

Technical write-up

General Objective: 3.0 Know the application of farm power and machinery in agricultural production.




Teachers Activities

Learning Resources

4 3.1 Understand the definitions and terminology involved in farm power and farm machinery operations

Define ‘Farm Power’, ‘Farm and Machinery’ in agric engineering. Give the examples of ‘Farm Power’ and ‘Farm Machinery’


Students should be able to explain the mission of farm power and machinery option of agric engineering.

Identify various power sources and machinery used in agric engineering.

Drawings, pictures, catalogues etc.

3..2 Differentiate between the following terms: implements, tools, equipment, and machinery

Explain each of the terms. State the distinctive features of each. Provide list/ examples of implements, tools, equipment and machinery.

Chalk or magic board, cardboard drawings, photographs, catalogues etc

Students should begin to recognise a range of farm implements, tools, equipment, and machinery

Visit the workshop to identify different implements, tools, equipment, and machinery

Workshop materials and equipment.

5 3.3 Describe the various sources of power on the farm, their mode of generation and utilization

List sources of power on the farm, including tractor, solar, hydro thermal, geo thermal, etc. State mode of generation of the power. Explain how the power is utilized in the farm.

Chalk or magic board, cardboard drawings, photographs, catalogues etc

Students should begin to recognise the sources of power on the farm, their mode of generation and utilization

Visit the farm to identify the type of power being used, their mode of generation and utilization.

Farmstead and various power sources.

6 3.4 Classify agricultural tractor according to their power rating, make, and constructional features

Mention various makes of tractors they know. List the classes of agricultural tractor based on power rating, and constructional features. Explain the listed tractor class.

Chalk or magic board, cardboard drawings, pictures, catalogues etc

Students should be able to recognise different classifications of tractors according to their makes and models, power rating and constructional features

Visit a tractor sales or hiring unit. Observe various tractors. Classify tractors observed.

Tractor sales or hiring

outfit

Functional or dismantled

units of tractor.

Chalk or magic board,

cardboard drawings, pictures,

catalogues etc

3.5 Identify main units of a typical farm tractor

List the functional units of a tractor (e.g. engine, gearbox, electrical systems, linkages etc.). Explain each part listed.


Students should identify the functional units of the tractor system.

Point and name the functional units of the tractor.

3.6 State the functions of tractor units identified in 3.5 above

Explain the functions of each of the units identified.


Students should understand the functional relationship between the units of the tractor and the work they perform.

Tabulate the units and their various functions.

General Objective: 4.0 Know the application of soil and water engineering in agricultural practices.




Teachers Activities

Learning Resources

7 4.1 Recognise the importance of soil and water management in irrigation, drainage, soil conservation and land reclamation on the farm.

Introduce the topic. List and explain the importance of soil and water management in irrigation, drainage, soil conservation and land reclamation on the farm.

Chalk or magic board, cardboard drawings, etc

Understand the range of activities involved within the general field of Soil and Water Engineering.

Visit an irrigated farm or show

films to demonstrate the applications of Soil and Water Engineering.

Irrigated Farm or film projectors

4.2 Recognise the different sources of water for irrigation

Identify and list the different sources of water for irrigation.


Students should understand the methods of sourcing water for irrigation.

8 4.3 Describe the various methods of controlling soil erosion

List various methods. Describe each method listed.


Students should recognise and describe the various soil erosion control mechanisms.

Visit erosion control sites or display pictures or films to show various methods of erosion control. Identify each structure Describe its constructional feature as well as the process of using it.

Visit to farm or soil

conservation project site,

Or

Pictures, display

materials and film show.

4.4 Describe the various water control structures, drainage structures and soil conservation structures.

Identify the different types of structures and describe their constructional features as well as the process of using it.


Students be able to identify and describe the constructional features of water, drainage and soil conservation structures.

9 4.5 Identify basic irrigation equipment on the farm

List basic irrigation equipment. Describe each listed item

Chalk or magic board, cardboard drawings, film projectors, etc

Students should be able to identify, handle and understand the basic operations of some irrigation equipment.

Take a visit to a suitable farm site Or show slides and/or films of irrigation and

draining operations.

Identify the

various irrigation and draining equipment

Describe their principles of operations.

Farm with suitable

Irrigation and draining

equipment or photographs and films of

relevant machinery

and equipment.

4.6 Identify machinery for land drainage, reclamation and estate maintenance

List basic land drainage equipment. Describe each listed item

Chalk or magic board, cardboard drawings, film projector, etc

Students should be able to identify, handle and understand the basic operations of land drainage equipment.

10 4.7 Recognise and describe water control structures and channels

List water control structures. Explain each characteristic listed. Explain the importance of various parameters associated with such constructions.

Chalk or magic board, cardboard drawings, film projector, etc

Students should recognise different components of water control structures like stilling basin, drop spillway, chutes, flumes, weirs etc and the need for careful design and constructions methods.

Explain the importance of correct design and carry out measurements of hydraulic characteristics of water control structures like weirs etc

Irrigation or drainage control sites. Appropriate measuring equipment.

General Objective: 5.0 Know the various roles of farm structures and environment for agricultural production


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

11 5.1 Recognise various farm structures used for crop storage and animal husbandry

List various farm structures used for crop storage and animal husbandry such as cribs, silos, poultry houses, animal pens, warehouses, farm roads, dams, drainages, etc


Students should be able to identify different farm structures.

Provide pictures of different farm structures. Encourage students to identify different structure and their uses

Chalk or magic board, cardboard drawings, pictures, etc

5.2 Animal housing units Describe the different housing units for fish, snails, poultry, small ruminants (sheep & goats), large ruminants (cow), swine, etc


Students should be able to identify different housing units for fish and different animals.

Identify and explain the different features of the various types of animal housing units.

Chalk or magic board, cardboard drawings, pictures, etc

5.3 Units for crop storage List examples of crop storage systems


Students should be able to identify different housing units for crop storage

Identify and explain the different features of the various types of crop storage facilities.

Chalk or magic board, cardboard drawings, pictures, etc.

12 5.4 Students should recognise the need for effective settlement design for efficient storage, drying and processing of essential food commodities.

State the need for effective settlement development and the advantages and disadvantages of storing and drying flour close to residential units in rural areas


Student should appreciate the advantages and disadvantages of traditional rural settlements for effective food storage, drying and processing.

Visit the nearest farm settlement. Outline the key buildings and their role. Discuss the effectiveness of settlement design

Neighbouring farm settlement

General Objective: 6.0 Know the roles of farm electrification in agricultural production.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

13 6.1 Understand the importance of electric power in handling and processing of agricultural produce

Introduce topic State ways and areas where electricity can be used in the farm such as heating of brooder pens, operating milking equipment, pumping water for irrigation and farm house, operating processing machines etc..

Chalk or magic board, cardboard drawings, film projector etc

Students should recognise areas in the farm where electricity is applied and its usefulness.

Visit neighbouring

farms or projects where

electricity is used in farm operations.

Encourage students to write their

observations.

Local farm with a range of electrically powered

operations and equipment.

6.2 Locate and identify the various accessories of an electrical installation in farm building

List various electrical accessories from generation, distribution to utilization within a farm building.

Chalk or magic board, cardboard drawings, film projection of electrical accessories etc.

Students should recognise and name electrical accessories and their use in farm buildings

General Objective: 7.0 Know the roles of storage and processing in agricultural production.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

14 7.1 Distinguish between various machines used in the processing and storage of agricultural materials.

List and describe a range of storage and processing machines and facilities such as separators, shellers/ threshers, feed mills, dryers, decorticators, warehouse, silo, crib, cold storage/ controlled atmosphere storage, etc.

Chalk or magic board, cardboard drawings, film projection of showing different processing and storage operations.

Students should identify and recognise the differences and distinctive features of different processing and storage equipment.

Demonstrate and explain the uses of any of the available processing and storage facilities.

Sheller, separator, milling storage and processing, crib, ware house, silo, etc.

7.3 Describe various methods of crop storage and state the economic importance of crop storage

List the economic importance of different categories of storage structures


Students should understand the importance of effective farm structures for crop

Using film show and slides emphasis the roles and economic

Video, film show and slides

structures

in agric production, industrial development, etc

storage. importance of storage structures.

9. General Objective: 8.0 Recognise the role of Professional Organizations and Professional Activities relevant to Agricultural Engineering.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

15 8.1 Appreciate the role of Agricultural Engineering Professional Organizations

Roles and functions of professional organizations List of National agricultural professional organizations


Student to understand and appreciate the contributions of national and international professional associations to agricultural engineering practice.

Provide student with list of some registered member of agricultural engineering professional organizations and encourage interactions.


8.2 Understand the requirements for membership of professional associations

List the categories of membership including fellow, corporate, graduate and student membership Requirements for enlistment as member into various categories


Understand the requirements for membership of professional associations

Encourage student to register as student member and participate in professional associations.


TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)

Examination Final Examination (written) to assess knowledge and understanding 60%

Work books Workbook of activities completed throughout course 20%

Essay The role of agricultural engineering and its contributions to national development

20%

TOTAL 100

PROGRAMME: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE 112 Tractor Operation and Maintenance DURATION: 60 HOURS (1 hour theory plus 3 hours practical per week) GOAL: This course is designed to provide the students with skill in the operation and maintenance of

farm tractors and implements GENERAL OBJECTIVES:

On completion of this course; the student should be able to:- 1.0 Understand road traffic laws and regulations. 2.0 Identify major tractor parts 3.0 Carry out routine checks on the tractor 4.0 Drive a tractor. 5.0 Use the tractor P.T.O.

General Objective: 1.0 Understand road traffic laws and regulations.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1 Recognise the Nigerian and International highway codes.

Display both highway codes and explain them to students

Drawings , picture or slides of the highway codes

To be able to accord meanings to the highway codes.

Group the students to produce some highway codes using cardboards and paints.

Cardboards and paints.

1.2 Be able to identify road signs and signals (danger or warning)

Display road signs and signals. Explain them

Drawings, picture or slides of road signs and signals.

To recognize road signs and signals and their meanings.

Draw the road signs and signals and explain their meanings

Cardboards and paints.

1.3 Identify road markings.

List the major road markings and explain them

Sketches, drawings, picture or slides of the road markings.

Students should be able to identify and interpret major road markings.

Take a road walk and identify the road markings.

Major roads with good road markings.

General Objective: 2.0 Know major tractor parts


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

2 2.1 Recognise the names of the major parts concerned with tractor driving (steering, starting button, gear levers, clutch pedals, and brakes.).

Define the major tractor parts and ask students to list the parts concerned with tractor driving.

Chalk or magic board, pictures, slides of major parts concerned with tractor driving.

Students should be able to identify and list some of the major parts of the tractor that are associated with driving.

Using a tractor show the major part concerned with tractor driving.

Tractor

General Objective: 3.0 Carry out routine checks on the tractor


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

3 3.1 Appreciate the need for routine daily checks on the tractor. (Oil level, water level, fuel level, tyre pressure, battery).

List the daily routine checks on the tractor. Explain how to carry out each check.

Chalk or magic board, pictures, slides of operations for daily routine checks in tractors.

Students should understand all daily checks required, as specified within the operators manual, and be able to carry them out correctly.

Demonstrate on the tractor how the daily checks are to be carried out and supervise students to carry out checks.

Tractor or tractor model. Tractor operators manual

4 3.2. Understand periodic servicing requirements of a tractor, as specified within the servicing manual.

Explain the need for periodic servicing.

Chalk or magic board, tractor operators manual, service record book.

Student should be able to interpret tractor service records and explain their importance

Show how to use and interpret tractor service manual, service record book and a log book.

Service manual, service record book and a log book.

4 3.3 Understand the need for effective tractor service records

Explain the importance of maintaining accurate service records and show how to enter service information in the service and log books.

Service manual, service record book and a log book.

Students should be able to accurately enter servicing data into the logbook.

Demonstrate the method of entering of data into the log book and ask students to complete their own record books.

Tractor Logbook.

General Objective: 4.0 Know how to drive a tractor


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

5 4.1 Understand the Introduce the Drawings of Understand the Demonstrate the Tractor engine

procedure for starting diesel and petrol engines.

topic. Explain the difference between diesel and petrol engines. State the procedure of starting any of the engines.

tractor engine or picture of engine.

process of starting both petrol and diesel engines.

differences between starting petrol and diesel engines.

on test ground.

4.2 Understand the correct procedure for starting and stopping a tractor engine.

Explain the process of starting and stopping the engine.

Drawings of tractor engine or picture of engine.

Be able to correctly start and stop a tractor engine.

Demonstrate correct starting and stopping procedure and supervise students to carry out the task.

Tractor engine on test ground.

6 4.3 Understand correct procedures for driving forwards and backwards

Explain each process of engaging the clutch, selecting forward and reverse gears

Pictorial charts of transmission system.

Students will be able to select appropriate gears and to drive correctly in forward and reverse directions.

Demonstrate correct gear selection and supervise students to drive in forward and reverse directions.

Functional tractor and sufficient space for test driving purposes.

4.4 Understand correct procedures for right hand and left hand turning.

Give instructions on how to make right hand and left hand turns.

Use student or self to demonstrate.

To be able to correctly signal for left and right hand turning.

Demonstrate how to correctly signal for turns and supervise students whilst carry out the task.

Functional tractor and appropriate roadways for practicing turns.

7 4.5 Understand correct procedures for driving on the public highway.

Explain how to drive on the highway and the importance of observing other road traffic.

Students or self to demonstrate

Be able to correctly drive on the highway and read road signs while driving.

Drive with students to observe road signs and note them

Functional tractor and appropriate highway for driving.

8

4.6 Identify the 3-point linkage system on a tractor.

Highlight the main components of the three point linkage system of the tractor.

Tractor model, drawings or pictures

Students should be able to recognize the components of the three point linkage system and how to correctly attach an implement.

Show the three point linkage system of the tractor.

Functional tractor

4.7 Understand how to safely couple a mounted implement to the tractor linkages.

Highlight the process of safely and correctly mounting an implement.

Tractor model, drawings or pictures.

Students should be able to correctly and safely attach an implement to the three-point linkage.

Demonstrate correct mounting of an implement and supervise students to carry out the task.

Functional tractor and suitable mounted implement.

9 4.8 Understand how to raise and lower the mounted implement using the hydraulic lever.

Explain how to use the hydraulic lever to raise and lower implements.

Manuals or catalogues

Students should be able to identify correct controls for raising and lowering the implement.

Demonstrate raising and lowering of implements.

Functional tractor with attached mounted implement

4.9 Understand how to drive the tractor with mounted implement on test ground.

Explain driving the tractor with mounted implement.

Manuals, catalogues or models

Students should be able to drive the tractor fitted with a mounted implement.

Demonstrate driving a tractor with mounted implement on test ground and supervise students carrying out the task.

Functional tractor with mounted implements

4.10 Understand how to lower and dismount the implement.

Explain the process of lowering and dismounting the implement.


Students should be able to safely dismount implements from three point linkages.

Demonstrate correct dismounting procedure and supervise students to carry out the task.

Functional tractor with a range of mounted implements

10 4.11 Understand how to couple a trailed implement to a tractor.

Explain the process of coupling trailed implement.


Students should be able to correctly To understand the techniques in of coupling a trailed implement.

Demonstrate how to couple a trailed implement and supervise students to carry out the task.

Tractor and trailer.

4.12 Understand driving techniques of tractor with trailed implement.

Explain the techniques of driving a tractor and trailed implement in both forward and reverse directions.

Chalkboard, Manuals, catalogues or models

Students should be able to drive a tractor and trailed implement in both forward and reverse directions.

Demonstrate correct forward and reversing procedures for tractor and trailed implement

Tractor and trailed

4.13 Understand how to turn sharp corners with a trailed implement

Explain how to carry out turning and how to estimate the point to start the turn.

Chalkboard, Manuals, catalogues or models

Students should be able to accurately turn sharp corners with a tractor and trailed implement.

Demonstrate correct turning sequences and supervise students in carrying out the task

Tractor and trailed Suitable obstacle course for practicing.

11 4.14 To prepare for a tractor driving test.

Explain the requirements for a tractor driving test

Magic or chalk board.

Students should be prepared for a tractor driving test

Explain the requirements for a tractor driving test and supervise the students whilst

Tractor and suitable test site for practicing.

practicing.

12 4.15 To practice requirements for a tractor driving test.

Revise requirements for a tractor driving test

Magic or chalk board.

Students should be prepared for a tractor driving test

Supervise the students whilst practicing.

Tractor and suitable test site for practicing.

4.16 To undergo a tractor driving test.

Arrange for driving test

Tractor To acquire driving license for a tractor operator’s grade.

Arrange for driving test.

Tractor

General Objective: 5.0 Understand the use of the p.t.o. of a tractor.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

13

5.1 Explain the need for the p.t.o. of a tractor.

Introduce topic Give the full meaning of pto (power take off). Explain the position of the pto and area of applications.


Recognise the main functional components of the tractor pto

Locate and show the position of pto.

Tractor

5.2 State the precautions for the safe use of the tractor p.t.o.

List the precautions for the safe use of the tractor p.t.o.

Magic or chalk board

Understand the safety precautions required for the use of the pto.

Demonstrate the main safety aspects and procedures for using the tractor pto.

Tractor PTO components, guards, etc

5.3 Identify the universal joint used with the p.t.o. of a tractor.

Mention and display the universal joint used with the pto.


To understand the working principles of the universal joint.

Show the universal joint and demonstrate its use within the pto.

Tractor Implement PTO shaft Universal joints

14 5.4 To understand correct procedures for coupling a machine to the p.t.o. of a tractor

Explain the process of coupling machine to tractors pto


To be able to correctly couple a pto-driven implement, such as a rotary slasher, to the tractor

Demonstrate the process of coupling a rotary slasher or other pto driven machine to the pto and supervise students in carrying out the operation.

Tractor and pto-driven machine: e.g. rotary slasher.

15 5.7 Understand correct operation of a mounted p.t.o. driven machine.

Explain correct operation of a mounted pto driven machine


To be able to safely operate a mounted pto driven machine.

Demonstrate operating a mounted pto driven machine and supervise students in carrying out the operation.

Tractor and machine. Appropriate land area for practicing


Examination Final Examination (written) to assess knowledge and understanding 50%

Work books Workbook of activities completed throughout course 20%

Practical activities Assessment of practical skills and abilities in operating tractor and implements

30%

TOTAL 100

PROGRAMMEE: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA

COURSE: ABE 113: BASIC WORKSHOP TECHNOLOGY AND PRACTICE DURATION: 60 Hours (1 Hour Theory plus 3 Hours Practical) UNIT: 4.0 GOAL: To provide the student with safe and effective instruction in the use of basic workshop equipment and techniques GENERAL OBJECTIVES On completion of this course, the students should be able to:-

1.0 Understand workshop safety procedures and equipment. 2.0 Use simple measuring and testing instruments. 3.0 Demonstrate skills in the use of hand tools 4.0 Demonstrate skills in drilling and reaming 5.0 Demonstrate skills in tapping and metal joining operations. 6.0 Cut and join metals by gas welding. 7.0 Demonstrate skills in arc welding operations. 8.0 Demonstrate skills in the use of various wood working tools. 9.0 Demonstrate skills in simple operations on plastics.

COURSE: BASIC WORKSHOP TECHNOLOGY & PRACTICE

COURSE CODE: ABE 113 CONTACT Hours: 1 hour theory plus 3 hours practical per week

Course Specification: Theoretical Contents Practical Content

General Objective: 1.0 Understand workshop safety procedures and equipment




Teachers Activities

Learning Resources

1

1.1 Understand the need for effective workshop safety precautions

Explain in details safety rules and regulations in workshop practice.

Chalkboard, Safety posters

Operate safety equipment correctly e.g. fire extinguishers, water hose etc.

Demonstrate correct operation of safety equipment

Chalkboard, Safety posters Fire extinguisher Water hoses Sand buckets,

2

1.2 Recognise the various safety equipment and clothing and how it is to be used

Explain the need for correct safety equipment and clothing

Chalkboard Photographs of safety equipment and clothing

Use protective clothing correctly Understand safety rules and regulations in the workshop

Demonstrate correct use of protective clothing Test students on knowledge of safety rules and regulations

Overalls, safety boots, goggles, hand gloves, etc

General Objective: 2.0 use simple measuring and testing instruments.




Teachers Activities

Learning Resources

3

2.1. Recognise the range of measuring and testing equipment used in the workshop

Identify and explain the uses of different measuring and testing devices

Chalkboard Pictures and catalogues of various equipment

Be able to perform simple measuring exercises using steel rules, vernier callipers and micrometer.

Demonstrate the different measuring and testing equipment and

Micrometers External and internal Vernier callipers, Steel

Be able to use dial indicators to set up jobs on the lathe, testing roundness etc. Be able to carry out exercises to test the flatness and squareness of machined components.

supervise the students whilst carrying out individual exercises.

rule, test mandrel/test bars, dial indicator with stand etc.

General Objective 3.0 Demonstrate skills in the use of hand tools.




Teachers Activities

Learning Resources

4

3.1. Appreciate the different types of hand tools and how to use and maintain them effectively.

Introduce students to the different types of hand tools and explain how to use and maintain them

Chalkboard Pictures and catalogues Diagrams

To correctly use marking-out tools on the bench. Be able to produce simple objects using bench/hand tools such as files, chisels, scrapers, saws etc.

Demonstrate correct use of hand tools and supervise the students in making simple objects.

Work bench, Bench vice, Hammers, Set of drills, Steel rule, Scribers, Scribing blocks, Inside and outside calliper, Surface plate, chisels, saws, etc.

General Objective: 4.0 Demonstrate skills in drilling and reaming




Teachers Activities

Learning Resources

4.1. Recognise different Introduce students to Chalkboard, To operate different Demonstrate Radial drilling

5 methods of drilling and reaming and understand how to carry out effective operations.

the different methods of drilling and reaming and highlight correct working procedures.

diagrams, pictures, catalogues and instruction manuals

types of drilling machines and carry out operations such as counter-boring and counter-sinking. Be able to grind drill bits accurately. Correctly carryout reaming operations on the bench or on a drill/lathe.

drilling and reaming activities using different machines and then supervise students to learn and carry out all the activities.

machine, Bench drilling machine, Pillar drilling machine, Column type drilling machine, Hand and machine reamers, Tap wrench, Jacobs Chuck and key, Medium size Lathe and reduction sleeves.

General Objective: 5.0 Demonstrate skills in tapping and metal joining operations.




Teachers Activities

Learning Resources

6

5.1. To understand the processes involved in drilling and tapping metals for joining

Explain the correct procedures for drilling and tapping metals

Chalkboard, diagrams, pictures

5.1 Be able to correctly select drills and taps and carry out tapping operation: (i) on the work bench (ii) on drilling machine (iii) on lathe

Demonstrate activities in 5.1 and supervise the students to carry out all the activities.

Taps and wrenches, Drill chuck and key, Medium size Lathe, Bench drilling machine, Pillar drilling machine, Cutting fluid or lubricants

7

5.2. To appreciate the different methods of joining metals

Explain the methods of joining metals using different techniques


5.2 Be able to join metals container by (i) Knock-up joining (ii) grooving technique (iii) soft soldering.

Demonstrate activities in 5.2 and supervise students to carry out all the activities.

Jointing and grooving equipment Soldering tools

General Objective: 6.0 Cut and join metals by gas welding.




Teachers Activities

Learning Resources

8

6.1. Recognise the various component pieces of oxy-acetylene welding equipment

Introduce students to the various component parts of oxy-acetylene equipment

Chalkboard, diagrams, pictures, catalogues

Recognise and assemble the various component pieces of oxy-acetylene welding equipment Select various welding regulators, clips blow pipe and nozzles for different uses.

Demonstrate correct assembly and selection of component pieces and supervise students to carry out all the activities.

Oxy-acetylene gas welding set, Operating Manual

9 6.2. Understand correct and safe welding practices using oxy-acetylene equipment

Explain correct procedures for safe use of oxy-acetylene equipment


Be able to safely perform gas welding and cutting techniques

Demonstrate correct welding and cutting techniques using oxy-acetylene equipment, including methods for controlling distortion in gas welding operations

Oxy-acetylene gas welding set, Operating Manual rolling machine, Guillotine shear, Assorted cutting snips

General Objective: 7.0 Demonstrate skills in arc welding operations.




Teachers Activities

Learning Resources

10

7.1. Understand the requirements for effective arc welding operations, including current selection and regulation, etc.

Explain the operation of arc welders and how to select appropriate current for different metal thicknesses

Chalkboard, diagrams, pictures, catalogues, operating manuals

7.1 Be able to select and regulate current and determine polarity for metal arc welding.

Demonstrate how to select correct current and the effects of incorrect setting on welding performance. Supervise students to carry out all the activities

Electric arc welding machine and accessories.

11 7.2. To understand the need for correct preparation of materials prior to arc welding

Explain the need for correct material preparation for arc welding


7.2. Prepare metal of various thickness for welding. 7.3. Perform various arc welding operations horizontally and vertically.

Demonstrate techniques for welding in both horizontal and vertical modes

Electric arc welding machine and accessories Bench and hand grinders, files, etc

General Objective 8.0: Demonstrate skills in the use of various wood working tools.

Specific Learning Outcome


Specific Learning Outcome

Teachers Activities

Learning Resources

12

8.1. Recognise the different hand tools used for wood-working operations

Introduce students to the range of hand tools used for wood working operations and explain how they are used


8.1 To mark out and prepare wood to a given specification using the hand tools provided.

Demonstrate the use of a range of hand tools and supervise students in preparing wood using the tools provided.

Try square Dividers, Gauges Jack plane, Smooth plane Try plane, Panel saws Chisels, Knives Boring tools Hammers, Mallets Oil stone, spoke shaves, etc

13 Recognise the different powered machines available for wood-working operations and appreciate their safe use

Introduce students to the range of powered equipment available for wood working operations and explain their safe usage

Chalkboard, Diagrams, pictures, catalogues and operating manuals.

8.4 Safely use powered hand tools to prepare wood to a given specification using the tools and equipment provided.

Demonstrate safe use of a range of powered hand tools and supervise students in their use

Try square Dividers, Gauges Bench/table grinder, Oil can electric planner/sander electric hand drill Jig saw

General Objective 9.0: Demonstrate skills in simple operations on plastics.

WEEK Specific Learning Outcome

Teachers Activities Resources Specific Learning Outcome

Teachers Activities

Resources

14

9.1. Understand the different types of plastics commonly used in agriculture and their properties

Explain the different types of plastics available and their properties: i.e. thermo-setting and thermo-plastic


9.1 Be able to identify various types of plastics and explain their properties. .

Introduce students to different types of plastic and ask them to explain their properties

Different types of plastics commonly found on the farm

15

9.2. Understand correct procedures for joining different plastics in the workshop

Explain methods of cutting and joining plastics in the farm workshop


9.2 Be able to correctly cut and join different plastics using conventional metal cutting tools and adhesives

Demonstrate correct procedures for cutting and joining plastics and supervise students to carry out all the activities.

Set of drills, Wood lathe, HSS cutting tools, Adhesives, etc.

TYPE OF ASSESSMENT

PURPOSE AND NATURE OF ASSESSMENT (MEC 102) WEIGHTING (%)

Examination Final Examination (written) to assess knowledge and understanding 40

Practical Assessment of work carried out in the workshop 40

Test At least 2 assignment set by the teacher. 20

TOTAL 100

PROGRAMMES: GENERAL STUDIES

COURSE TITLE: COMMUNICATION IN ENGLISH I

CODE: GNS 102

PREREQUISITE: GNS 101


CREDIT UNITS: 2.0

SCHEDULE: 2ND SEMSTER

GOALS: This course is designed to enable students acquire the necessary communication skills, know the

techniques of correspondence and comprehend written materials.

GENRAL OBJECTIVES:

On completion of the course the student should:

1.0 Understand the concept of communication.

2.0 Know how to make oral presentations.

3.0 Know the essential elements of correspondence.

4.0 Know the rules of comprehension and interpretation.

PROGRAMME: NATIONAL VOCATIONAL CERTIFICATE IN GENERAL STUDIES COURSE:COMMUNICATION IN ENGLISH COURSE CODE: GNS 102 CONTACT HOURS:2 hrs

GOAL: This course is designed to enable students acquire the necessary communication skills, know the techniques of correspondence and comprehend

written materials.

COURSE SPECIFICATION: Theoretical Contents: Practical Contents:.

General Objective: 1.0 Understand the concept of communication.



Resources

1 1.1 Define communication.

1.2 Analyze the process of

communication.

Define

communication.

Analyze the process of

communication.

2 1.3 Analyse the purposes of

communication.

1.4 Explain the relationship

between communication

and language.

Analyse the purposes

of communication.

Explain the

relationship between

communication and

language.

3 1.5 Explain the impact of

interference on

communication at various

levels, e.g. phonological,

syntactic, etc.

1.6 Explain code-mixing,

code-switching and

dissonance in

communication.

Explain the impact of

interference on

communication at

various levels, e.g.

phonological,

syntactic, etc.

Explain code-

mixing, code-

switching and

dissonance in

communication.

General Objectives: 2.0 Know how to make oral presentations.


Objective Theory Teachers Activities Learning Resources Specific Learning Objective Teachers Activities

4 Oral Presentations

2.1 Label a diagram of the

organs of speech.

2.2 Describe the functions of

the organs in 2.1 above in

speech production.

Label a diagram of the

organs of speech.

Describe the functions

of the organs in 2.1

above in speech

production.

5 2.3 List the phonemes of

English.

2.4 Produce correctly each of

the phoneme listed in 2.3

above.

List the phonemes of

English.

Produce correctly each

of the phoneme listed

in 2.3 above.

6 2.5 Pronounce correctly by

making distinctions

between the different

sound contrast in the

consonantal and vowel

systems of English.

Pronounce correctly

by making distinctions

between the different

sound contrast in the

consonantal and vowel

systems of English.

7 2.6 Explain the principles of

effective speaking, viz,

correct use of stress,

rhythm, and intonation

patterns.

2.7 Read fluently.

Explain the principles

of effective speaking,

viz, correct use of

stress, rhythm, and

intonation patterns.

Read fluently.

General Objectives: 3.0 Know the essential elements of correspondence. General Objectives:



Resources

8 Correspondence

3.1 List the various type of

correspondence, e.g.

letter, memo, circular, etc.

3.2 Explain the various parts

of a letter.

List the various type of

correspondence, e.g.

letter, memo, circular,

etc.

Explain the various

parts of a letter.

-

9 3.3 Differentiate between

formal and informal letter

formats.

3.4 Explain the characteristics

of styles suitable for

formal and informal

letters.


formal and informal

letter formats.

Explain the

characteristics of styles

suitable for formal and

informal letters.

10 3.5 Explain the functions of

the first, middle and last

paragraph.

3.6 Write a formal and an

informal letter.


of the first, middle and

last paragraph.

Write a formal and an

informal letter.

General Objectives: 4.0 Know the rules of comprehension and interpretation. General Objectives:



Resources

11 4.1 Identify main ideas in a

given

passage.

4.2 Differentiate the main

ideas from the details in a

passage.

Identify main ideas in

a given

passage.

Differentiate the main

ideas from the details

in a passage.

12 4.3 Use the main idea to

anticipate specific details

in a passage.

4.4 Use context clues to aid

comprehension.

Use the main idea to

anticipate specific

details in a passage.

Use context clues to

aid comprehension.

13 4.5 Identify relationship

patterns of ideas in a

passage.

4.6 Use context clues such as

definitions, restatements

Identify relationship

patterns of ideas in a

passage.

Use context clues such

as definitions,

and examples to derive

meaning.

restatements and

examples to derive

meaning.

14 4.7 Explain how affixes

modify meanings.

4.8 Interpret figurative

language in a passage.

Explain how affixes

modify meanings.

Interpret figurative

language in a passage.

15 4.9 Draw conclusions from

available information. Draw conclusions from

available information.

Program:

Course Code:

COM002 Contact Hours:

3 hours /week

Subject/Course:

Computer Applications II

Theoretical:

0 hours /week

Year: 1 Semester: 2 Pre-requisite: Practical:

3 hours /week

General Objectives

The module gives to the student the basic skills allowing him to develop and present a power presentation, use the world wide web and to

use an E-mail application.

1. Develop and present a power point presentation.

2. Use efficiently the world wide web and use efficiently a search engines

3. Setup and use correctly an Email application.

Department:

Course Code:

G202 Contact Hours:

3 hours /week

Subject/Course:


Theoretical:

0 hours /week

Year: 1 Semester: 2 Pre-requisite: Practical:

3 hours /week

Theoretical Content Practical Content

General Objective: Develop and Present a power point presentation

Week Learning

Outcomes

Teacher’s activities Resourc

es Learning Outcomes

Teacher’s activities Resources

1

Perform the basic

operations

Start/End the

application

Create, open,

modify, save and

close a presentation.

Adjust Settings

Work with slides

- Add, delete, copy,

move slide.

-customize

-Proofing.

-save

Show how to:

- Run the application.

- Open a presentation.

- Create new presentation (default

template).

- Save under other name.

- Save the presentation with

different types such as : RTF, PPS,

PPT, image file format and other

versions.

- switch between open presentations.

- Zoom in/out and use zoom tools.

- Switch between different views of

a presentation

- Create a new presentation using

the default template , Edit , Save ,

Open and Close a presentation

- Apply design templates to a

presentation and to change

between designs

PC connected

to an OHP

with

appropriate

operating

system &

Power point

presentation of

lectures

Online lecture

notes

Internet access.

Smart board/

white board

Know how to Show how to: PC connected to an

2

Format the slide

content

Format text

Create a presentation, new

presentation, save a presentation , add

slides , theme

OHP with

appropriate

operating system &

Power point

presentation of

lectures

Online lecture notes

Internet access.

Smart board/ white

board

3

Know how to:

-enter text, select text

,copy and paste , cut

and paste , undo/redo ,

spell check ,

formatting text ,

change font typeface

and size, font styles

and effects ,change text

colour, word art,

change paragraph

alignment, text

direction, adding

content ,adding

picture.

Demonstrate how to:

-enter text, select text ,copy and

paste , cut and paste , undo/redo ,

spell check , formatting text ,

change font typeface and size, font

styles and effects ,change text

colour, word art, change

paragraph alignment, text

direction, adding content ,adding

picture.

PC connected to an

OHP with appropriate

operating system &

Power point

presentation of lectures


Internet access.

Smart board/ white

board

4

Know how to:

Adding shape, adding

smart art, adding a

photo album , create a

table , enter data in a

table , modify the

table structure and

format a table, insert a

table from word or

excel, create a chart ,

Show how to:

Adding shape, adding smart art,

adding a photo album , create a

table , enter data in a table ,

modify the table structure and

format a table, insert a table from

word or excel, create a chart , edit

chart data , modify a chart ,use

slide effects.

PC connected to an


operating system &

Power point



Internet access.

Smart board/ white

edit chart data , modify

a chart ,use slide

effects.

board

5

Know how to:

-

-Use slide show

options

-setup slide show

-rehearse timings

-create speaker notes

-Print a presentation

-package a presentation

Demonstrate how to:

-

-Use slide show options

-setup slide show

-rehearse timings

-create speaker notes

-Print a presentation

-package a presentation

PC connected to an


operating system &

Power point



Internet access.

Smart board/ white

board

General Objective: Use efficiently the world wide web and use efficiently a search engines.

Week Learning

Outcomes

Teacher’s

activities

Resource

s Learning Outcomes


6

Understand Internet ,

internet protocols ,

internet structure ,email ,

the world wide web,

remote access ,file

sharing ,steaming media

,voice telephony.

Explain:

Internet , internet protocols ,

internet structure ,email , the world

wide web, remote access ,file

sharing ,steaming media ,voice

telephony.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

7

Know how to Surf the

web with internet

explorer

Understand the web

-using internet explorer7

-basic web surfing

-using tabbed browsing

Searching from the

browser.

-Explain how to surf the web:

-using internet explorer7

-basic web surfing

-using tabbed browsing

Searching from the browser.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

8

Know how to save your

favourite pages , print the

pages.

Demonstrate how to :

Save your favourite

pages , print the pages.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

9

Be able to:

Print/ Preview a document.

Modify page setup options.

Print a Web page Present a search report

demonstrate how to:

Printing / Preview a document. Printing a framed Web site

Modify page setup options.

Present a search report as a printed

document.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

10

Know how to:

-send and

receive Email.

-setup your

Email account

-understand the windows

mail window

demonstrate how to:

-send and receive Email.

-setup your Email account

-understand the windows

mail window

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

General Objective: Setup and use correctly an Email application.

Week Learning

Outcomes

Teacher’s

activities

Resource

s Learning Outcomes


11

Know how to Create an

e-mail account

Be able to:

Sending and receiving

Email

Explain how to Be :

Send and receive Email

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

12

Know how to:

Open the Inbox folder

Create a new message

Send the message..

Demonstrate how to:

-compose a message,

reading new messages,

reply to a message, sending

files via email, attaching a

file to an email message,

opening an email

attachment.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

13

Understand:

-spam blocking

-Phishing filter

-virus protection

-using address book to

manage personal

contacts.

Explain:

-spam blocking

-Phishing filter

-virus protection

-using address book to

manage your contacts.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

14

Understand:

Different types of

connections

Demonstrate how to:

- traditional dial-up

- broadband and DSL

-broadband cable

-broadband satellite.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

15 Know how to:

-setting up a new

connection

-connecting in vesta and

windows xp

-sharing internet

-connect to public

hotspot.

Demonstrate how to:

-setting up a new connection

-connecting in vesta and windows

xp

-sharing internet

-connect to public hotspot.

Networked PC lab

An OHP connection

to a PC.

Internet access.

Different internet

browsers

ASSESSMENT (%)

Continuo

us

Mid

Semeste

r

End

Semeste

r

Total

Practica

l

20 20 60 100

PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma

COURSE: MEC 125 - Safety

DURATION: 30 Hours (2 Hour Lecture)

UNIT: 2.0

GENERAL OBJECTIVES:

1.0: Know General Factory Acts & Safety Regulations

2.0: Understand Safety Inspection

3.0: Understand Accident Prevention

4.0: Know Fire Prevention methods

5.0: Understand Manual Handling Procedures

6.0: Understand Maintenance Safety

7.0: Understand various First Aid methods

PROGRAMME: Agricultural and Bio Environmental Engineering Technology: National Diploma

COURSE: SAFETY CODE: MEC 125 CONTACT HOURS:

2HRS/WK

Week General Objective: 1.0: Know General Factory Acts & Safety Regulations

Specific Learning Outcomes Teacher Activities Resources

1 1.1 Understand Acts and Regulations

1.2 Standard house keeping

1.3 Carry out safety audit

1.2 Ask students to inspect workshop and prepare safety

audit. Assess the students

Recommended textbooks,

Lecture notes, etc.

General Objective 2.0: Understand Safety Inspection


2-3 2.1 Air receivers

2.2 Ropes and Chains

2.3 Pulley blocks

2.4 Forklift carriage

2.5 Mobile and overhead cranes

2.6 Derricks and gantries

Ask students to carry out an inspection of one of the items

listed

Assess the students.

Chalkboard, Chalk, duster,

etc.

General Objective 3.0: Understand Accident Prevention


4-6 3.1 Outline hazards of machinery,

welding, compressed air, chemicals

3.2 Hazard identification

3.3 Preventative methods

Ask students to examine workshop on particular aspect and

propose means to prevent accidents happening


-do-

General Objectives 4.0: Know Fire Prevention methods


7-9 4.1 Causes of fires

4.2 Hazard identification in fire

fighting

4.4 Fire fighting

Ask students to tackle fires with different sources and

assess the students.

-do-

General Objectives 5.0: Understand Manual Handling Procedures


10-11 5.1 Causes of injuries

5.2 Safe handling procedures

5.3 Cellular layout - Production flow

analysis (PFA)

Ask student to carry out an analysis of handling a heavy

weight and suggesting methods to avoid injuries.

Assess the students

-do-

General Objective 6.0: Understand Maintenance Safety


12-13 6.1 Principles of Permit-to-work

system

6.2 Risk Assess

6.3 Installing and operating permit-

to-work system

Ask students to examine a machine to identify need for

permit-to-work procedures for simple and complex

maintenance


Live machine e.g. lathe

machine

General Objectives 7.0: Understand various First Aid methods


14-15 7.1 Treating simple injuries

7.2 Artificial respiration

7.3 Preventing further risks e.g.

electricity isolation

Ask students to treat minor injury and apply artificial

respiration.

Assess the students

First Aid box, Manuals, etc.

PROGRAMME: National Diploma in Agriculture Technology

COURSE: AGT 113 - Introduction to Soil Science

DURATION: 60 HOURS (2 Hours Lectures, 2 Hours Practicals)

UNITS: 2.0

GOAL: To acquaint students with the origin, properties and characteristics of farm soils.

GENERAL OBJECTIVES:

On completion of this course, the student should be able to:

1.0 Understand rocks and minerals as parent materials of soils.

2.0 Understand the physical characteristics of soils.

3.0 Understand chemical properties of soils.

4.0 Understand soil characteristics.

5.0 Understand soil moisture and its importance.

6.0 Understand soil organic matter and its importance

7.0 Understand soil organisms and their impact on nature of soils.

PROGRAMME: NATIONAL DIPLOMA IN AGRICULTURE TECHNOLOGY

COURSE: INTRODUCTION TO

SOIL SCIENCE

COURSE CODE: AGT 113

CONTACT HOURS: 60 HOURS (2 hrs

lectures: 2 hrs practicals)

GOAL: To acquaint students with the origin, properties and characteristics of farm soils.

COURSE SPECIFICATION: Practical Contents:

General Objective: 1.0 Understand rocks and minerals as parent materials of soils.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

1 1.1 List the different

types of rocks and state

their origin

(i) Igneous rock

(ii) Sedimentary

rock

(iii) Metamorphic

rock

Explain soil

formation and

different types of

rock.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

1.1 Identify common

types

of rocks and their

minerals

constituents

1.2 Draw different rock

samples

1.3 Describe types of

rock

Initiate a

walking trip.

Rock and Soil

samples.

2 1.2 Understand the

processes of weathering

(i) Physical weathering

(ii) Chemical weathering

(iii) Biological

Weathering

Explain the

processes of

weathering and its

agents.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

See examples of

weathering of rocks.

Accompany

students on

field trip.

Suitable visit

venues.

General Objective: 2.0 Understand the physical characteristics of soils.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

3

2.1 Understand the

definition of soil. Know

soil characteristics and

how they affect soil

fertility.

Define and explain

its characteristics.

Discuss soil texture

and its importance

- Explain textural

LCD projector

Slide projector

White board

Markers.

Laptop

- Identify different

types of soil

- Identify different

textural classes.

- Identify soil as a

- Show

different

types of soil

- Show

different

Soil Samples

4

5

2.2 Understand the

meaning of soil texture,

its importance, and the

different textural classes

of soils.

2.3 Learn about soil

structure

and explain its

importance

2.4 Know about the

different

ways of improving

soil structure

2.5 Understand clay, sand

and silt and their

properties.

2.6 Appreciate the

significance of air,

and water in the soil.

2.7 Understand soil

depth and its importance

in soil nutrient supply.

triangle

- emphasize the

importance of soil

structure and

describe.

- Discuss the

significance of air,

water and

temperature in the

soil.

- Guide students to

know ways of

improving soil

structure.

- Differentiate

Between sand, silt

and clay.

- Demonstrate soil

depth.

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

material source.

- Understand the

different types of

soil structure.

- Understand the

differences between

sand, silt and clay.

Draw different textural

classes

textural

classes.

- Explain soil

as a material

source.

- Demonstrate

the different

types of soil

structure.

- Demonstrate

the

differences

between sand,

silt and clay.

Show

different

textural

Classes.

Soil Samples

General Objective: 3.0 Understand chemical properties of soils.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

6

3.1 Know about soil

colloids and basic

principles of ionic

exchange.

Explain to students

soil colloidal

properties cation

exchange, soil

LCD projector

Slide projector

White board

Markers.

Learn how to carry out

acidity tests.

Guide the

students

on how to test

alkaline and

Soil samples.

pH meter

Conductivity

Meter

7

8

3.2 Understand the

importance of cation

exchange

3.3 Understand the

importance of soil

aeration

3.4 Enumerate the effects

of acidity on soils

3.5 List the characteristics

of alkali soils

3.6 List the effects of

alkalinity on soils

3.7 Understand the

importance and

methods of liming

3.8 Know about saline

soils.

3.9 Understand how soil

salinity affects

nutrient availability

3.10 Appreciate the

impact of liming on soil

acidity and nutrient

availability to crops.

aeration and

porosity.

Explain soil acidity,

its causes and how it

affects crop

productivity. Explain

how soil acidity can

be prevented and

cured.

- Define and

explain the causes of

saline soil.

- Enumerate soil


as affected by

salinity

- Enumerate soil


as affected by

liming.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.


saline and acidic soil by

carrying out soil tests.

acidic soil

Explain to

students soil

colloidal

properties,

cation

exchange, soil

aeration and

porosity.

Differentiate

between

saline and

acidic soils.

Guide the

students on

how to test

alkaline and

acidic soils

Soil samples.

pH meter

Conductivity

meter.

General Objective: 4.0 . Understand soil characteristics.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

9 4.1 Understand soil

characteristics

influencing plant

nutrition

Explain the most

important soil

characteristics

influencing plant

growth e.g. organic

matter.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

See plants growing in

different soil types.

Demonstrate

plants

growing in

different soil

types.

Plants and

soils.

General Objective: 5.0 Understand soil moisture and its importance.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

10 5.1 Learn about soil

moisture

5.2 List the different

types of soil moisture

5.3 Identify available

forms of soil moisture

and the unavailable

forms.

Discuss soil

moisture in relation

to plant nutrition,

Define soil

moisture.

Discuss the different

forms of soil

moisture.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Illustrate the importance

of

soil moisture on

nutrients

availability to crops by

simple experiment.

See the effects of soil

water and air using

samples and the addition

of water to demonstrate

waterlogging, saturation,

field capacity etc.

Guide the

students

on how to

carry out

simple

experiment

in soil

moisture and

nutrients

availability

Demonstrate

waterlogging,

saturation,

field capacity

etc.

Soil sample,

seed

of crops,

water

,fertilizer.

Soil samples,

water supply.

General Objectives: 6.0 Understand soil organic matter and its importance.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

11

12

6.1 State the origin of

soil organic matter

6.2 List the factors

affecting the quality

and quantity of organic

matter in the soil.

6.3 List and describe the

common types of organic

matter viz:

(i) Green manure

(ii) Farm yard

manure

(iii) Compost

6.4 Know about the

nature and characteristics

of humus

6.5 Understand the effect

of organic matter on soil

properties

Describe different

types of soil organic

matter.

Describe factors

affecting the quality

and quantity of

organic matter.

Explain the concept

of the different types

of humus in soils.

Discuss the effect of

organic matter on

soil properties.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

Prepare compost and

farmyard manure.

See the effects of soil

organic matter on soil

properties such as

workability, moisture

retention etc.

Demonstrate

compost and

farmyard

manure

preparation.

Demonstrate

the effects of

soil organic

matter on soil

properties

such as

workability,

moisture

retention etc.

- plant

matter

- ash

- water

- spade

- digger.

Soil samples.

General Objective: 7.0 Understand soil organisms and their impact on nature of soils.

WEEK

Specific Learning

Objective

Teachers Activities

Learning

Resources

Specific Learning

Objective

Teachers

Activities

Learning

Resources

13

7.1 Know the macro-

fauna of the soil:

Earthworms, squirrels

and rodents (mammals).

Snakes, termites, crickets

List the different soil

organisms and

discuss their

importance to soil

ecology.

LCD projector

Slide projector

White board

Markers.

Laptop

Learn how to identify

soil macrofauna.

Demonstrate

how to

identify soil

macrofauna.

Macrofauna

samples.

14

15

etc.

7.2 Understand the

functions of the micro-

fauna of the soil e.g.

nematodes, and the

problems they can cause.

7.3 List and describe

macroflora of the soils.

7.4 List micro-flora of the

soils: Bacteria\Algae

Fungi\Actinomycetes and

appreciate their function.

Discuss the types

and functions of soil

microfauna.

Describe micro

and macro flora

found in the soil and

explain their

function.

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.

LCD projector

Slide projector

White board

Markers.

Laptop

computers.


soil microfauna.


soil macro and micro

flora.

Demonstrate

how to

identify soil

microfauna.

Demonstrate

how to

identify soil

macro and

micro flora.

Microfauna

samples.

Macro and

micro flora

samples.

Suggested assessment:

5 in-class or practical tests @ 20% each = 100%

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 102 Repair and Maintenance of Farm Implements

DURATION: 90 Hours (2Hour Lecture, 4Hours Practical per week) GOAL: This course is designed to give the student the knowledge and skills required for the correct

maintenance and repair of farm implements. GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Know the different farm implements and their uses 2.0 Understand the maintenance requirements of each type of farm implement 3.0 Carry out repairs of the various farm implements 4.0 Know the proper storage requirements for different farm implements 5.0 Understand the importance of maintaining effective records and inventories of farm implements

PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA

COURSE: Repair and Maintenance of Farm Implements

COURSE CODE: ABE 102 CONTACT HOURS: 90 HOURS (2 hr lecture, 4 hrs practical per week)

GOAL: This course is designed to give the student the knowledge and skills required for the correct maintenance and repair of farm implements.

COURSE SPECIFICATION: : Theoretical Contents Practical Contents:

General Objective: 1.0 Know the different farm implements and their uses.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1 To recognise the range of farm implement categories

List the categories of farm implements for: - Tillage - Planting - Manure and

Fertilizer application

- Crop protection - Crop

harvesting

Chalk board, magic board, drawings, slides, pictures of the implements

Students to be able to identify each category of equipment and their types.

Ask the students to sketch and label the parts of the implements under study.

Available farm implements

2 1.2 To recognize the uses of each type of Farm Implement

Name and state the uses of various implements, e.g. - Ploughs for

primary tillage - Harrows for

secondary tillage

- Sprayer for chemical application

Chalk board, magic board, slides, pictures

Students to identify and categorise a range of different implements and specify their uses.

To support the students in identifying each implement and to request submission of completed notebooks Teacher to grade the notes made by the students


e.t.c. during the class.

3 1.3 To recognize the key component parts and likely problems associated with using various implements

Highlight the vital functional parts of various implements and list the potential problems that may occur

Chalk board, magic board, drawings, slides, pictures of the implements

Students to recognize the key components of various implements and explain what problems may arise during use

To support students in compiling a list of key components and identified problems for each implement. Teacher to grade the notes made by the students during class


General Objective: 2.0 Understand the maintenance requirements of each type of farm implement


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

4 2.1 To understand the routine maintenance requirements of a range of farm implements

Specify the routine (daily, periodic) maintenance required for each type of implement viz: - cleaning - adjustments - greasing/oiling - tightening of nuts and bolts - straightening of bent parts - welding where necessary - calibration e.t.c.

Chalk/magic board Catalogues and manuals, Diagrams and pictures

To be able to carry out effective implement inspection and identify maintenance needs

To supervise students in compiling inspections and maintenance reports for each implement Teacher to mark the reports

Farm implements for study, to include tillage, planting, spraying and harvesting implements Catalogues and operating manuals

5 2.2 To understand how to carry the maintenance of different tillage implements

Explain the maintenance requirements of different tillage implements


To be able to carry out effective maintenance of different tillage implements

Assign students into groups and supervise to carry out assigned routine maintenance tasks Teacher to grade maintenance work

Implement, tools, Catalogues and maintenance schedules, Supplies Inspection reports

6 2.3 To understand how to carry the maintenance of different planting and crop husbandry implements

Explain the maintenance requirements of different crop husbandry implements


To be able to carry out effective maintenance of different planting and crop husbandry implements



7 2.4 To understand how to carry the maintenance of different harvesting implements

Explain the maintenance requirements of different harvesting implements


To be able to carry out effective maintenance of different harvesting implements



General Objective: 3.0 Carry out repairs of the various farm implements.




Teachers Activities

Learning Resources

8 3.1 To appreciate the need for effective pre-repair inspection to identify necessary repairs on implements.

Demonstrate pre-repair inspection to identify repairs and parts needed on an implement under study.

Implements Parts list book Tools/supplies

To be able to undertake effective pre-repair inspection and identify repair needs of different implements

Assign implements to groups of students for pre-repair inspection. Teacher to mark reports of students

Study implement Parts list book Tools/supplies

9 3.2 To understand how to safely carry out repairs of different tillage implements

Explain the procedure for the safe repair of a given tillage implement.

Chalk or magic board Diagrams, pictures Catalogues and manuals for implements under study

To be able to safely and effectively carry out repairs of specific tillage implements

Assign students to groups to carry out repair of specific tillage implement. Supervise students and grade them on practical work done.

Study implement Repair tools Replacement parts Supplies Catalogues and manuals

10 3.3 To understand how to safely carry out repairs of different planting and crop husbandry implements

Explain the procedure for the safe repair of a given planting and crop husbandry implement.


To be able to safely and effectively carry out repairs of specific planting and crop husbandry implements

Assign students to groups to carry out repair of specific planting and crop husbandry implement. Supervise students and grade them on practical work


done.

11 3.2 To understand how to safely carry out repairs of different harvesting implements

Explain the procedure for the safe repair of a given harvesting implement.


To be able to safely and effectively carry out repairs of specific harvesting implements

Assign students to groups to carry out repair of specific harvesting implement. Supervise students and grade them on practical work done.


General Objective: 4.0 Know the proper storage requirements for different farm implements




Teachers Activities

Learning Resources

12 4.1. Understand the need for, and key features of, effective storage of farm implements and machinery

List the characteristics of good storage environment for farm implements viz: - Protection form

weather - Solid floor - Size

requirements for different machines

- Suitable entrance doors

- Security systems

Chalk or magic board Diagrams, pictures Films/videos Slides

To recognize both good and bad storage facilities for farm machinery and implements

Arrange visit to observe different farm machinery storage facilities Ask students to write report on observations made to be graded by teacher

Farm machinery storage sites Students’ notes

13 4.2. Appreciate both good and bad storage facilities for farm implements and machinery

Review storage requirements and ask students to list both good and bad aspects from previous week

Chalk or magic board Diagrams, pictures Slides

To be able to assess quality of different storage facilities for farm machinery and implements

Arrange visit to observe different farm machinery storage facilities Ask students to write report on observations made to be graded by teacher

Farm machinery storage sites Students’ notes

General Objective: 5.0 Understand the importance of maintaining effective records and inventories of farm implements




Teachers Activities

Learning Resources

14 5.1 To understand the need for accurate records and inventories of

List the uses of records viz: - For proper

identification of

Chalk/magic board. Notes Samples of

Students should be able to identify a range of machinery and

Supervise students in identifying and recording details

Available implements. Store stock cards

farm implements and machinery

equipment. - For ordering of

replacement parts.

- For scheduling of maintenance and replacement of equipment.

- For calculating of cost of use of equipment.

- As part of overall farm inventory.

equipment .with manufacturers identification marks Store stock cards of equipment.

implements and record their details.

of a range of different farm implements

15 5.2 To understand the detailed information required for effective implement records and inventory.

List the information as follows: - Manufacturers’

name and address

- Make and type of implement.

- Year of manufacture.

- Year of purchase - Cost of purchase - Logbook records

of work done, repairs carried out, parts replaced.

Chalk/Magic board Purchase records Repair and maintenance records of implements History records of use of implements

Students to examine available records on farm implements and make notes, produce records of use of particular implements assigned to them.

Teacher to supervise students in compiling machinery records and grade the records produced by students.

Available implements Official records of the implements.

TYPE OF ASSESSMENT

PURPOSE AND NATURE OF ASSESSMENT WEIGHTING (%)

Practical activities Students to undertake maintenance and repair operations on different 50%

farm implements as specified above

In class assignments Students to compile a series of assignments and as detailed above 50%

TOTAL 100

PROGRAMMEE: Agricultural and Bio Environmental Engineering Technology: National Diploma COURSE: ABE 121 - Construction and Maintenance of Crop Processing and Storage Facilities DURATION: 90 Hours (2 Hour Lecture, 4 Hours Practical) UNIT: 6.0 GOAL: This course is aimed at enabling the students to understand the operation and maintenance of

machines for processing and storing agricultural materials that are commonly used in tropical environments.

GENERAL OBJECTIVES On completion of this course, the students should be able to:- 1.0 Know the general and unique construction features of processing machines and crop storage facilities. 2.0 Understand the operation and maintenance of grain cleaners, sorters, graders and separators. 3.0 Understand the operation and maintenance of shellers, threshers, dehullers and decorticators. 4.0 Understand the operation and maintenance of burr mills, hammer mills and roller mills. 5.0 Understand the operation and maintenance of conveyors. 6.0 Understand the construction and maintenance of solar crop dryers. 7.0 Understand the operation and maintenance of crop storage structures.

PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY

COURSE: Construction and Maintenance of Processing and Storage Facilities

COURSE CODE: ABE 121 CONTACT HOURS: 90 HOURS (2 hrs lecture: 4 hrs practical)

GOAL: This course is aimed at enabling the students to understand the operation and maintenance of machines for processing and storing agricultural materials that are commonly used in tropical environments.

COURSE SPECIFICATION: : Theoretical Content

Practical Contents:

General Objective: 1.0 Know the general and unique construction features of processing machines and crop storage facilities.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1. Understand the general and unique features of processing machines.

Provide a comprehensive list of agro processing machines. List and emphasise the general and unique features of typical processing equipment such as: *Hopper and inlet port *Casing *Support frame *Transmission system *Power source, etc


Students should be able to identify the major components common to all processing machines and the unique features to specific types of machinery.

Introduce students to a range of different types of crop processing machines through visit to farms and strategic grain reserve centres.

Strategic grain reserve centres.

Range of available

processing machines.

1.2 Understand the general and unique features of storage facilities.

Provide a comprehensive list of storage facilities. Emphasis on the main features of storage facilities such as: *Wall *Storage chamber *Insulation *Water proof floor

(large scale storage systems)

*Foundation (Ware house & Silo), etc


Students should identify the major components common to all storage facilities and the unique features of specific types of installation.

Introduce students to a range of different storage structures through visit to farms and strategic grain reserve centres.

2 1.3. Understand the need for a range of monitoring equipment within crop processing and storage facilities.

Identify major accessories to crop processing and storage facilities, including: * Dryers. * Material handling equipment. * Moisture meter * Psychometric measuring devices * etc


Students should be able to identify different monitoring equipment necessary for effective crop processing and storage and explain their purpose.

Take student for visit to Large scale farms with crop processing and storage facilities. Highlight relevant monitoring equipment and explain their purpose

Large-scale farm equipped with appropriate processing and storage facilities Range of different crop monitoring equipment

General Objective 2: Understand the operation and maintenance of grain cleaners, sorters, graders and separators.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

3

2.1 Understand the construction and operation of grain cleaners and separators.

Identify the component parts of each machine and explain its purpose and method of operation. e.g: *Sieve *Blower fan *Suction fan Describe how the components are assembled into the complete machine


Students should be able to identify the main component parts of grain cleaners and separators, and be able to explain how they operate

Introduce students to the various component parts of grain cleaners and separators and ask them to explain how they operate

Complete and component pieces of grain cleaner and separator

4 2.2 Understand the construction and operation of grain sorters and graders.

Identify the component parts of a grain sorted and grader and explain their method of operation. Describe how the component parts fit together in the complete machine and the method of crop flow.


Students should be able to identify the main component parts of grain sorters and graders, and be able to explain how they operate.

Introduce students to the various component parts of grain sorters and graders and ask them to explain how they operate

Complete and component pieces of grain sorters and graders

5 2.3 Understand the maintenance requirements of grain cleaners, separators, sorters and graders.

Explain the need for general and routine maintenance of each type of machinery. List and discuss the maintenance of specific components, especially the interior parts and working mechanisms that can easily wear.


Students should be able to identify the distinctive features of different types of cleaning, sorting, grading and separation machines that require either routine or periodic maintenance.

Explain and demonstrate both routine and periodic maintenance operations for different machinery. Encourage students to participate in maintenance demonstration activities.

Cleaning, sorting, grading and separation machines.

General Objective: 3.0 Understand the operation and maintenance of shellers, threshers, dehullers and decorticators.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

6 3.1 Understand the method of operation of shellers, threshers, dehullers and decorticators.

Explain impact principle for the operation of shellers and threshers with beater mechanism. Explain shear principle for the operation of dehullers and decorticators with friction plate. Explain other applicable principles of operation for different types of shellers, threshers, dehullers and decorticators.


Students should be able to understand the operating principles associated with a range of crop processing machinery.

Demonstrate impact and shear principles in the laboratory.

Usable machinery Laboratory models for impact and shear processing Samples of unprocessed crops

7 3.2 Students should understand the main components and construction of shellers, threshers, dehullers and decorticators.

List the components parts of shellers, threshers, dehullers and decorticators and state their functions.


Student should be able to explain the method of operation of shellers, threshers, dehullers and decorticators used for crop processing operations.

Introduce students to a range of different crop shelling, threshing, de-hulling and decorticating machines and ask them to explain how they operate.

Range of different shellers, threshers, dehullers and decorticators.

8 3.3 Students should understand the maintenance requirements of shellers, threshers, dehullers and decorticators.

Explain routine maintenance for various shellers, threshers, dehullers and decorticators. Explain periodic and special maintenance for various shellers, threshers, dehullers and decorticators.


Students should be able to carry out the maintenance of some shellers, threshers, dehullers and decorticators.

Identify the maintenance requirements of each machine and ask the students to carry out the correct maintenance procedure.

Various makes of sheller, thresher, dehuller and decorticator. Tools for maintenance operations

General Objective: 4.0 Understand the operation and maintenance of burr mills, hammer mills and roller mills.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

9 4.1 Understand the application of burr mills, hammer mills and roller mills in particle

Compare traditional methods of size reduction with modern methods.


Students should appreciate the practical applications of burr mills, hammer mills and roller mills in

Demonstrate traditional and modern methods of size reduction and compare the

Pestle and mortar, local grinding stone, burr mill, hammer mill, etc

size reduction. List and explain the principles of operation of burr mills, hammer mills and roller mills.

particle size reduction results in terms of through put, capacity and efficiency.

10 4.2 Understand the construction of burr mills, hammer mills and roller mills.

List and describe the components of burr mills, hammer mills and roller mills, stating their functions.


Students should be able to identify the main component features of burr mills, hammer mills and roller mills and explain their operating methods

Highlight the main constructional features of different mills and ask students to explain their purpose

Range of different burr mills, hammer mills and roller mills. Component parts of different machines.

10 4.3 Understand the maintenance requirements of burr mills, hammer mills and roller mills.

Discuss general and routine maintenance for burr mills, hammer mills and roller mills. List and discuss the maintenance of specific components, especially the interior parts and working mechanisms that can easily wear.


Students should be able to explain the maintenance requirements of different mills and highlight specific components subject to high wear rates.

Demonstrate maintenance requirements of different mills and highlight particular high-wearing components

Burr mill, hammer mills and roller mills. New and worn component parts.

General Objective: 5.0 Understand the operation and maintenance of conveyors.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

11 5.1. Conveyor types and features.

Describe different types and classes of conveyors using appropriate diagrams: *Screw conveyors *Bucket elevators *Chain conveyors *Belt conveyors *Pneumatic conveyors, etc and their suitability for different crops


Students should be able to appreciate the practical applications of material handling in agro processing industry.

Take students for a visit to a neighbouring large scale agro/ food processing industry to see the practical uses and applications of material handling equipments.

Mechanised agro-food processing plant

12 5.2. Understand the construction and maintenance requirements of different conveyors.

Explain the detailed operating principles and maintenance requirements of different crop conveying systems.

Chalk or magic board, cardboard drawings etc.

Students should be able to recognise the main constructional components of different conveyor systems and explain their maintenance requirements

Identify the main component parts of different conveyors and ask students to explain their maintenance requirements

Belt conveyor, screw conveyor, and bucket elevator. Range of conveyor component parts Catalogues Pictures and video films of machinery in operation

General Objective: 6.0 Understand the construction and maintenance of solar crop dryers.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

13 5.1 Understand the construction and maintenance of

Explain the operation and main uses of

Chalk or magic board, cardboard

Students should be able to construct a solar dryer and be

Supervise the students in constructing a

Solar dryer Instructions for assembly

solar dryers solar dryers. Explain the construction procedures of flat plate collector and concentrator. Discuss general and routine maintenance for solar dryers.

drawings, etc able to explain maintenance and cleansing procedures.

prototype flat plate solar collector connected to a 750 x 750 x 750 mm drying chamber (course project for groups of 10 students for assessment as continuous assignment)

General Objective: 7.0 Understand the operation and maintenance of crop storage structures


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

14 6.1 Understand the need for effective sanitary control of crop storage systems.

Explain the problem of moisture accumulations in tropical storage systems as a result of: *Respiration and metabolic activities *Hygroscopic nature of bio materials. *Tropical climatic conditions, etc Hence, the need for effective sanitation


6.1 Students should be able to recognise the effects of poor storage sanitation on the stored crop.

Demonstrate the impact of poor crop store sanitation on stored product

Samples of poor damaged products after poor storage: e.g.

sprouting grains

Insect and pest damaged crops

Etc

in grain storage systems.

15 6.2 Understand the methods of construction and maintenance requirements of crop storage systems.

Identify and list the main construction features and materials. Explain the methods of construction of different storage systems. List and discuss the periodic maintenance of storage silos and associated accessories.

Chalk or magic board, cardboard drawings, film projection of different storage facilities.

Student should be able to understand the methods of construction and maintenance requirements of crop storage systems.

Organise visit to various crop storage facilities and highlight the different construction techniques and maintenance requirements

Suitable farmstead storage systems


Examination Written examination to test knowledge and understanding 50%

Practical Group construction of solar dryer 30%

Student workbooks Continual production of workbook covering all aspects of course 20%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 122: Farm Machinery and Mechanisation I DURATION: 75 Hours (2Hour Lecture, 3 Hours Practical) GOAL: This course is designed to acquaint the student with the principles of farm machinery and

mechanisation and to equip them with the necessary skills for effective operations involved in land development, tillage and crop establishment operations.

GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Understand the aims and problems associated with farm mechanisation. 2.0 Understand the various operations involved in land clearing and development 3.0 Safely and effectively operate and maintain a range of soil tillage equipment. 4.0 Be able to correctly set and operate crop drilling and planting equipment for a range of crops


COURSE: FARM MACHINERY AND MECHANISATION I

COURSE CODE: ABE 122 CONTACT HOURS: 75 HOURS (2 hr lecture, 3 hrs practical)

GOAL: This course is designed to acquaint the student with the principles of farm machinery and mechanisation and to equip them with the necessary skills for effective operations involved in land development, tillage and crop establishment operations.


General Objective: 1.0 Understand the aims and problems associated with farm mechanisation.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1

1.4 Appreciate the main objective of farm mechanisation.

Define farm mechanisation. List and explain the main objectives of mechanisation.

Chalk or magic board, diagrams and drawings explaining the main objectives of mechanisation.

Students should correctly define and explain the main objectives of farm mechanisation.

Visit a mechanized farm or display activities of a mechanized farm in order to observe the main objectives in the definition.

Mechanized farm centre.

1.5 Outline the history of farm mechanisation.

Give brief history of farm mechanisation. State the things that have helped shape developments

Chalk or magic board, cardboard drawings.

Students should be able to explain the history of farm mechanisation and discuss reasons for specific developments.

Give brief history of farm mechanisation and identify key factors influencing developments


2 1.6 Analyse the future of farm mechanisation in Nigeria.

Discuss the future and contributions of farm mechanisation to


Students should understand the positive and negative aspect of farm mechanisation

Ask the students to write a “term paper” on the role of farm mechanisation in

Library, Internet etc.

Nigeria. as applied to Nigeria.

Nigeria.

1.7 Identify the major problems encountered in the use of farm machinery.

List and explain typical problems associated with ineffective mechanisation development.


Students should be able to list some of the problems associated with farm mechanisation and explain them.

Localize some of the problems identified to some geopolitical or ethnic areas.

Chalk or magic board, cardboard drawings, pictures and photographs.

General Objective 2.0: Understand the various operations involved in land clearing and development


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

3 3.1 Students should appreciate the wide range of operations involved in land clearing and development.

List and explain various land clearing development operations

Chalk or magic board, cardboard, slides drawings showing various machinery and equipment in use.

Students should be able to recognise the need for various machines for land-clearance operations

Introduce students to the different operations involved in land clearance.

Visit to local land clearance project.

4 3.2 Understand the methods of using traditional equipment and processes in land clearing

List the various traditional equipments used in carrying out land clearing operations and explain their methods of operation, their benefits and disadvantages.

Chalk or magic board, cardboard, slides drawings showing various traditional equipments used in land clearance operations.

Students should recognise the traditional implements used in land clearance operations and be able to explain how they are used.

Display the traditional land clearance implements, and demonstrate how they are used in the field. Highlight the advantages and disadvantages of each used.

Traditional implements Field plot for implement trials.

5 3.3 Understand the use of modern machinery in land

List the range of modern machinery

Chalk or magic board, cardboard, slides drawings

Students should recognise the range of machinery used

Visit to observe modern mechanised

Mechanized land clearance

clearance and their advantages and disadvantages.

available for land clearance and explain the advantages and disadvantages of each.

stating advantages / disadvantages of implements.

for land clearance and to know their means of operation

implements being used in land clearance operations Explain the pros and cons of each

operation.

General Objective: 3.0 Safely and effectively operate and maintain a range of soil tillage equipment.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

6 4.1 Understand the Definition of soil tillage.

Give the definition of tillage operation.

Chalk or magic board, cardboard drawings

Students should be familiar with the main principles of the different types of soil tillage.

Illustrate the different types of tillage machinery as specified in 4.2.

Tillage machinery or Pictures, catalogues or slides showing different types of tillage operations.

4.2 Be able to distinguish between primary, secondary, zero and minimum tillage.

List and explain the various types of tillage system. Differentiate between them.

Pictures, catalogues or slides showing different types of tillage operations.

7 4.3 To identify the characteristics of the different types of tillage specified in 4.2 above.

State the characteristics of each type of tillage.

Chalk or magic board, cardboard drawings

Students should recognise the characteristics of each of the tillage types.

Identify the various characteristics of each type of tillage operation from the farm plot.

Farm plot. Previously conducted tillage operations Spade and trowel

8 4.4 Identify the various tillage implements for each type of tillage operation in 4.2 above.

List the various tillage implements and explain their methods of operation.

Chalk or magic board, cardboard, slides drawings showing various tillage implements for each tillage

To recognise the implements used in a particular tillage operations.

Display the implements and identify the tillage operation the implement can

Tillage implements.

types. be used for.

4.5 Identify different component part of each tillage implement for each type of tillage operation.

List and explain the different component of each tillage implements.

Chalk or magic board, cardboard, slides drawings showing different component parts of each tillage implements.

To recognise various component parts of the implements used in a particular tillage operation.

Display the component parts of the tillage implements and explain their function.

Component parts of tillage implements.

9 4.6 Identify the forces on a tillage implement.

Sketch the tillage implement with forces acting on it.

Chalk or magic board, cardboard indicating the direction of the forces.

To understand the range and direction of forces acting on a tillage implement.

Sketch a different tillage implement and let the students place the forces and their directions.

Chalk or magic board, cardboard have sketches of tillage implements.

4.7 Identify factors contributing to soil draft.

Explain the term soil draft. List the factors that contribute to soil draft.

Chalk or magic board, cardboard display.

Students should understand the term soil draft and be able to list the factors that contribute to it.

Explain the term soil draft. List the factors that contribute to soil draft.

Chalk or magic board, cardboard have sketches of tillage implements.

4.8 Relate tillage operations to tractor forward speed.

Explain how tillage is affected by the forward speed of the tractor.

Chalk or magic board, cardboard, slides showing the impact of speed on different tillage operations

Students to understand how tillage is affected by tractor forward speed.

Perform tillage operations at different speeds for students to observe.

Tillage implements and tractor. Field plot

10 4.9 Understand how to select appropriate tillage implements for each type of

State the factors to be considered in choosing appropriate implements for each type of


Students should be familiar with factors of choosing appropriate tillage implements for each type of tillage

Choose tillage implement and state the factors considered in selecting such

Tillage implements

tillage operations.

tillage operations. operations. implements.

4.10. Understand the checks and adjustments required prior to commencing tillage operation

Outline the methods of carrying out checks and adjustments.

Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out checks and adjustments.

Students should know the checks and routine maintenance required of tractor and tillage implements.

Carryout the routine checks. Show students areas where things are to be checked within the tillage implements and tractor.

Tractor and tillage implements.

11 4.11. To be able to effectively carry out various tillage operations

To explain the procedures involved in carrying out various tillage operations safely


Students should be able to safely carry out a range of different tillage practices

Supervise students in carrying out different tillage operations

Tractors and different tillage implements Field plots

General Objective. 4.0 Be able to correctly set and operate crop drilling and planting equipment for a range of crops


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

12 5.1 Understand the various types of crop drilling and planting methods.

List and explain types of crop drilling and planning methods.

Chalk or magic board, cardboard drawings, catalogues slides showing different types of planting methods.

Students are to list and explain the different types of planting methods.

Describe the different types of drilling and planting operations used for different crops

Diagrams, pictures and films of different drilling and planting operations

5.2 To be able to identify equipment for crop planting

Name the equipments. Explain their methods of operation.

Chalk or magic board, cardboard drawings, catalogues slides showing different

The students should be able to identify equipment for crop planting and also describe

Touch the equipment, give its name and explain its mode of

Different drilling and planting equipments.

types of planting equipments.

their mode of operation.

operations.

5.3 To be able to describe the component parts of each crop planting equipment

List the component parts of planting equipment. Describe the functions and characteristics of the part.

Chalk or magic board, cardboard drawings, catalogues slides showing components parts of planting equipment.

The students should know the functions of the parts of the various planting equipment.

Display the parts, identify them and state the functions of each part.

Dismantled parts of various planting equipments.

13 5.4 Understand how to select appropriate equipment for each type of planting operation.

State the factors to be considered in choosing appropriate equipment for each type of planting operations.


Students should be familiar with factors of choosing appropriate planting equipment for each type of planting operations.

Choose planting equipments and state the factors considered in the selection process.

Planting equipment.

13 5.5 Manipulate different crop planting equipment for specific planting conditions.

Choose some specific planting conditions e.g. planting of maize. Explain how to manipulate machine for maize.

Chalk or magic board, cardboard drawings, catalogues slides showing different types of planting equipments being used for specific conditions.

Student to understand that some planting equipments can be manipulated for specific use.

Demonstrate how to manipulate crop planters for different crops

Crop planting machines, alternative component parts for different crops.

14 5.6 Understand how to calibrate different drills and planters

Explain and show how to calibrate a conventional grain drill and a maize planter

Chalk or magic board, cardboard drawings, catalogues

Students should calibrate a conventional grain drill and maize planter

Supervise students to calibrate drill and planter and write report of activities

Conventional grain drill Maize planter Calibration equipment

15 5.7 Be able to accurately carry out planting operation.

Remind students of the process of planting. State the things to observe while carrying out planting.

Chalk or magic board, cardboard, slides drawings showing planting operation.

Student should be able to effectively operate grain drills and planters.

Demonstrate planting operations in the farm plot with the students.

Planting equipments and Demonstration plot.



Practical Accurate calibration of drill and written report 25%

Essay The role of mechanisation on farming in Nigeria 25%

TOTAL 100

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: ABE 125 INTRODUCTION TO LIVESTOCK MECHANISATION DURATION: 60 HOURS (2 hrs theory plus 2hrs practical per week) UNITS: 2 GOAL This course is designed to introduce students to the range of mechanization systems involved in farm livestock production in Nigeria GENERAL OBJECTIVES: On completion of this course the students should be able to:- 1.0 Appreciate the range of livestock housing systems within Nigeria 2.0 Understand the requirements for effective building design and layout for various livestock enterprises 3.0 Understand the operation and maintenance of various mechanised livestock systems 4.0 Understand environmental control in farm animal building(s). 5.0 Know the methods of handling waste in commercial livestock production

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA

COURSE TITLE: INTRODUCTION TO LIVESTOCK MECHANISATION

COURSE CODE: ABE 125 CONTACT HOURS 2 hrs theory plus 2hrs practical per week

GOAL: This course is designed to introduce students to the range of mechanization systems involved in farm livestock production in Nigeria

COURSE SPECIFICATION: THEORETICAL CONTENT PRACTICAL CONTENTS:

GENERAL OBJECTIVE: 1.0 Appreciate the range of livestock housing systems within Nigeria

Week


Teacher’s Activities

Learning Resources



Learning Resources

1 1.1 Understand the range of farm livestock systems commonly found in Nigeria

Describe the range of different livestock production systems within Nigeria

Chalk or Magic Board Diagrams Photographs/ slides

To recognize the range of livestock systems in Nigeria

Show examples of different livestock production systems within Nigeria and ask students to explain their purpose

Slides, Photographs, films, etc

2 1.2. Recognise the advantages and disadvantages of traditional and modern livestock systems

Explain the pros and cons of traditional and modern livestock systems


To be able to discuss the pros and cons of different livestock systems

To outline pros and cons of various livestock systems and ask students to write notes on each

Slides, Photographs, films, etc

GENERAL OBJECTIVE 2.0: Understand the requirements for effective building design and layout for various livestock enterprises

3 2.1. Recognise specific livestock requirements to meet welfare

Explain the different welfare standards and their impact on building design and layout


Students will understand the welfare requirements of different livestock

Demonstrate the impact of poor building design on livestock and livestock products


standards e.g. space, temperature control, lighting, ventilation, etc

Films etc

4 2.2. Interpret different building designs and layouts for livestock

Highlight specific features of different livestock building designs and explain their purpose

Chalk or Magic Board Diagrams Photographs/ slides Building designs and plans

Student will understand the importance of specific building features in effective livestock housing

Arrange visit to livestock farm and show students specific features of buildings in use

Livestock farm

5 2.3. Know how to calculate building space requirements for different livestock enterprises

Explain and show how to use standard data sets for determining building sixes for livestock

Chalk or Magic Board Diagrams Building designs and plans Livestock space requirements

Students will appreciate the need for careful planning and design of livestock buildings

Arrange visit to large livestock enterprise and explain main design features

Large mechanised livestock farm

6 2.4. Be able to design suitable buildings and layouts for different livestock

Explain how to complete building design and layout for different livestock enterprises

Chalk or Magic Board Diagrams Building designs and plans Livestock space requirements

Students will produce designs for livestock buildings for different livestock enterprises

Allocate students to groups and ask each group to produce plans for a specific livestock system – i.e. poultry, dairy, sheep, etc

Drawing equipment Livestock space requirements Example building designs and layouts

GENERAL OBJECTIVE 3.0: Understand the operation and maintenance of various mechanised livestock systems

7 3.1. Understand the operation and maintenance of mechanised livestock feeding systems

Describe different feeding systems for various livestock enterprises. E.g. augers and conveyors, automated feed

Chalk or Magic Board Diagrams Pictures and slides

Students will be able to identify the range of different feed processing and feed distribution systems for

Demonstrate and explain the operating principles of different feeding systems

Range of different feed processing and feed distribution systems e.g. feed mill, hammer mill,

stations, feed processing equipment, etc

livestock enterprises

forage chopper, augers and conveyors, etc

8 3.2. Understand the operation and maintenance of milking machines

Describe the layout and component parts of a milking parlour


Students will be able to operate simple milking machinery

Demonstrate and supervise students in operating milking equipment

Operational milking machinery and individual machine components

9 3.3. Understand the operation and maintenance of milk cooling, storage and processing equipment

Describe the components of milk cooling, storage and processing plant


Students will understand the operation of milk cooling, storage and processing equipment

Arrange visit to modern dairy /milk processing plant

Modern dairy or milk processing plant

10 3.4. Understand the operation and maintenance of egg handling and hatchery equipment

Describe the components and operation of various egg handling and hatchery equipment


Students will be able to recognise various equipment used within a hatchery or egg production unit and know how they operate

Demonstrate the operation of various equipment such as egg graders, incubators, beak trimmers, etc

Complete machines and machine component parts

11 3.5. Understand the operation and maintenance of sheep shearing and handling equipment

Describe the operation of sheep shearing and sheep handling equipment


Students will be able to recognise the main components of sheep shearing equipment and understand their method of

Arrange visit to sheep farm to observe machinery in operation

Modern sheep farm

operation

GENERAL OBJECTIVE 4.0 Understand environmental control in farm animal building(s)

12 4.1. Understand the need for effective environmental control in livestock buildings

Explain the impact of poor environmental control on farm livestock


Students will be able to recognise the symptoms of poor environmental control on farm livestock

Explain typical symptoms of poor environmental control such as heat stress, respiratory problems, etc

Chalk or Magic Board Diagrams Pictures and slides Film shows

13

4.2. Understand the operation of various environmental control systems for livestock housing

Explain the operation of different environmental control systems in livestock housing


Students will recognise the various environmental control systems and how they operate

Arrange visit to modern livestock enterprise equipped with different environmental control systems

Modern livestock unit

GENERAL OBJECTIVE 5.0 Know the methods of handling waste in commercial livestock production

14 5.1. Understand the need for effective waste management for environmental protection

Describe the need for effective farm waste management for environmental protection


Recognise the impact of farm waste on the environment

Explain the potential impacts of farm waste on the environment


15 5.2. Understand the operation and management of machinery used for farm waste management and disposal

Introduce students to the range of machinery used for farm waste management and describe their operation


To understand the processes involved in managing farm wastes in a commercial farming environment

Arrange visit to view farm waste management activities on a commercial farm

Commercial livestock farm



Student record books Accurate descriptions of livestock machinery and its method of operation 25%

Essay In-depth review of machinery used for one major commercial livestock enterprise 25%

TOTAL 100

PROGRAMME: GENERAL STUDIES

COURSE TITLE: COMMUNICATION IN ENGLISH II

CODE: GNS 202

PREREQUISITE: GNS 201


CREDIT UNITS: 2.0

SCHEDULE: 2ND SEMESTER

GOAL(S): This course is designed to equip the student with the necessary level of competence and proficiency to

enable him adapt to his professional environment. At the end of this course, the student should be able

to communicate clearly and effectively in both general and specific situations.

GENERAL OBJECTIVES:

On completion of this course the student should:

1.0 Understand registers

2.0 Understand the principle of correspondence

3.0 Know how to apply the principle of writing for publication.

4.0 Know how to write a report.

General Objective: 1.0 Understand registers General Objective:

WEEK Specific Learning Objective Teachers Activities Learning

Resources

Specific Learning Objective Teachers

Activities

Learning

Resources

1

On completion of this course the

student should:

Registers

1.1 Explain registers

1.2 Explain factors influencing

register, viz., field

(profession, mode (speech or

writing), tenor (relationship

between the interacting

parties)

Registers

1.1 Explain registers

1.2 Explain factors

influencing

register, viz.,

field

(profession,

mode (speech or

writing), tenor

(relationship

between the

interacting

parties)

2

1.3 List some items of register

peculiar to different

professions

1.4 Identify items of register in a

given passage

1.3 List some items

of register

peculiar to

different

professions

1.4 Identify items of

register in a

given passage

3

1.5 State appropriate uses of

jargon.

1.5 State appropriate

uses of jargon.

General Objective: 2.0 Understand the principle of correspondence


Resources


Activities

Learning

Resources

3

Correspondence

2.1 Describe different types of

business letters, e.g.

applications, enquiries,

invitations and complaints,

with their replies

Correspondence

2.1 Describe

different types

of business

letters, e.g.

applications,

enquiries,

invitations and

complaints, with

their replies

4

2.2 Use suitable language for a

specific type of letter

2.2 Use suitable

language for a

specific type of

letter

5

2.3 Write the letters listed in 2.1

above.

2.3 Write the letters

listed in 2.1

above.

General Objective: 3.0 Know how to apply the principle of writing

for publication.


Resources


Activities

Learning

Resources

Writing for Publication

3.1 Explain techniques of

writing for publication

Writing for

Publication

3.1 Explain

techniques of

writing for

publication

3.2 Write essays on topical

and current issues

3.3 Analyse published essays

of literary value

3.2 Write essays

on topical and

current issues

3.3 Analyse

published

essays of

literary value

3.4 Evaluate the development

of ideas in a given article

3.4 Evaluate the

development

of ideas in a

given article

3.5 Write good articles for

publication

3.5 Write good

articles for

publication

General Objectives: 4.0 Know how to write a report.


Resources


Activities

Learning

Resources

10

Reports

4.1 Define a report

4.2 List the types of report

Reports

4.1 Define a

report

4.2 List the types

of report

11 4.3 Enumerate uses of

reports

4.3 Enumerate

uses of

reports

12 4.4 List the characteristics

of a good report

4.4 List the

characteristic

s of a good

report

13

4.5 Outline the stages of

writing a report

4.5 Outline the

stages of

writing a

report

14

4.6 Evaluate a given report

4.6 Evaluate a

given report

15

4.7 Write a report

4.7 Write a

report

5.0 Know how to write a

report.

5.1 Write a

report

Programme: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: EED 116 INTRODUCTION TO ENTREPRENEURSHIP DURATION: 45 HOURS (1 Hour Lecture, 2 Hours Practical) UNITS: 3.0 GENERAL OBJECTIVES On completion of this module, the student should be able to: 1.0: Understand the basic concept of Entrepreneurship 2.0: Understand the roles of entrepreneurship in personal and national growth and development General Objective 3.0: Know how to set business goals General Objective 4.0: Know how to identify business opportunities General Objective 5.0: Know how to draw simple business plans

COURSE: INTRODUCTION TO ENTREPRENEURSHIP

COURSE CODE: EED 116 CONTACT HOURS: 1 hour theory plus two hour practical per week

General Objective 1.0: Understand the basic concept of Entrepreneurship

Week Specific Learning Outcomes

Teacher’s Activities Resources

Resources Specific Learning Outcomes

Teacher’s Activities Resources

Resources

1.1 Explain the terms: i. Entrepreneurship ii. Entrepreneur iii. Enterprise iv. Self Employment v. Wage Employment 1.2 Compare: i. Wage Employment and Entrepreneurship ii. Self Employment and Entrepreneurship 1.3 Identify the facilities and opportunities available for self employment. 1.4 Identify successful entrepreneurs in Nigeria

Explain the terms related to entrepreneurship. ii. Compare wage employment and self employment with entrepreneurship. iii. Identify opportunities for self employment iv. Explain the role of entrepreneurship in wealth creation. v. Give assignment vi. Organize a visit to

Identify the facilities and opportunities available for self employment. Identify successful entrepreneurs in Nigeria Evaluate the role of entrepreneurship in wealth creation.

Guide students to research and identify criteria for a successful entrepreneur – Establish competitive groups. Students to make formal presentations of their findings

Guest Speakers on the role and importance of entrepreneurs’ Internet and relevant web sites Guest speakers from successful businesses

1.5 Evaluate the role of entrepreneurship in wealth creation.

an entrepreneur’s organization.

General Objective 2.0: Understand the roles of entrepreneurship in personal and national growth and development

2.1 Explain how entrepreneurship leads to the creation of: i. Self confidence ii. Self Expression iii. Wage Employment for others iv. Self Employment 2.2 Identify resources and constraints of entrepreneurship. 2.3 Explain how entrepreneurship leads to import substitution and utilization of local resources. 2.4 Explain how entrepreneurship leads to equitable distribution of industries.

Explain the role of entrepreneurship to national development. ii. Explain resources and constraints of entrepreneurship. iii. Explain the spirit of Achievement Motivation Test (AMT).

Textbooks Explain the role of computer and information technology in entrepreneurship

Explain with the aid of a computer and application packages:- E-mail Internet, website Create: Spreadsheet Invoice Purchase order etc. Students to examine web based organisations and the importance of information technology

Computer and accessories Internet and relevant web sites Dbase Internet facility

2.5 Explain the spirit of Achievement Motivation Test (A.M.T.)

General Objective 3.0: Know how to set business goals

3.1 Evaluate strengths, weaknesses opportunities and threat (SWOT Analysis). 3.2 Explain the personal characteristics of an entrepreneur. 3.3 Explain the Entrepreneurial Tasks: i. Leadership ii. Decision-making iii. Business Planning iv. Time Management Self Management

Explain SWOT analysis and relate it to the organization visited. ii. Explain characteristics of an entrepreneur. iii. Explain the entrepreneurial tasks. iv. Conduct Test

General Objective 4.0: Know how to identify business opportunities

4. 1 Define business opportunity. 4.2Identify the process of product/service selection. 4.3 State the process

Explain business opportunities and process of exploring them. ii. Explain the process of

Explain the process of exploring opportunities

Demonstrate using appropriate application package. Product selection

Computer and accessories Dbase Text Book Internet and relevant web sites

of exploring opportunities

7 product/service selection

product tracking order tracking Use the on-going business project to encourage students to identify business opportunities

General Objective 5.0: Know how to draw simple business plans

5.1 Define the concept of business plan. 5.2 Explain the process of preparing preliminary project proposal. 5.3 Explain the process of preparing a detail ed) business plan. 5.4 Conduct a modest business plan on a selected venture (The written business plan should be assessed as part of the continuous

Explain the concept of business plan and project proposal. Guide students in preparing a modest business plan. Give final presentation

Explain the process of preparing preliminary project proposal. Explain the process of preparing a detailed business plan. Conduct a modest business plan on a selected ven

Guide students in preparing preliminary project. On going Business Project to complete a Business Plan and to present it to a penal of successful entrepreneurs. Sales forecasting Business plan Time sheet analysis

Computer complete with accessories and: Dbase Internet connection Text book Internet and relevant web sites

assessment). Employee tracking Loan Amortization etc. Explore internet for: Company profile Product catalogue Product information

URL Management

ASSESSMENT STRUCTURE

TYPE OF ASSESSMENT PURPOSE AND NATURE OF ASSESSMENT (SDV 201) WEIGHTING (%)

Examination Final Examination (written) to assess knowledge and understanding

60

Test At least 1 progress test for feed back. 40

TOTAL 100

PROGRAMME: AGRICULTURAL & BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL

DIPLOMA

COURSE: ICT 201 Computer Aided Design and Drafting

DURATION: 45 HOURS (3 hours per week practical)

UNIT: 3

GENERAL OBJECTIVES:

Understand the use of Computer in the Design and Drafting Process

2.0: Understand how to construct simple geometric shapes

3.0: Understand the different edit boxes

4.0: Understand how to use edit commands

5.0: Understand how to create layers

6.0: Understand how to create linear and aligned dimensions

PROGRAMME: Information and Communication Technology

Course: Computer Aided Design and Drafting I Course Code: ICT 201 Contact Hours: 3HRS/WK

Week General Objective: 1.0 Understand the use of Computer in the Design and Drafting Process

Specific Learning Outcome: Teachers Activities Resources

1 1.1 Know the advantages and disadvantages

of computer in the design process

1.2 Explain the links between CAD and CAM

1.3 Understand the Principles of Operation

capabilities and system requirements of Auto

CADD

1.4 Install the Auto CADD software correctly.

• Ask students to explain advantages and

disadvantages of computer in the design

process.

• Ask students to explain the links between

CAD and CAM

Complete computer sets

1 Computer to 2 Students

1 Large Format Printer or

Plotters in a Network

1 Digitizer to 2 Students

2 1.5 Identify the main parts of the screen of

Auto CAD 14 or Later versions

1.6 Explain the functions of the above

1.7 Understand and use the different input

methods: Keyboards, mouse, digitizers, and

scanners.

1.8 Understand the different coordinate

systems

1.9 Demonstrate the use of the HELP Menu in

solving problems when using the Package

• Ask the students to identify the main parts of

the screen of Auto CAD 14

• Ask the students to explain the function of

the above. Ask the students to explain and use

the different input methods

Manuals, Recommended

textbooks

3 1.10 Use the OSNAP facility to select options

1.11 Use layer control to change the layers in

a drawing

1.12 Use Cartesian and Polar coordinates to

draw lines

1.13 Prepare and change the size of the

drawing field

1.14 Know how to save drawings on demand

and also how to set up the auto-save feature

• Ask students to explain differences between

Cartesian and polar coordinates systems.

• Ask students to demonstrate the above

options on the computer screen

• Ask students to construct lines at set lengths

and angles using above coordinate systems.

• Ask students to use snap points to construct

lines.

• Ask students to explain the use of snap points

and ortho - commands

-do-

• Assess the students

General Objective 2.0: Understand how to construct simple geometric shapes


4 2.1 Know how to hatch the shapes drawn and

change the hatch pattern and scale

2.2 Explain how to draw circles, ellipses and

arcs to given dimensions

2.3 Explain how to construct polygons and

squares to given dimensions

2.4 Produce a simple drawing - Drawing 1

• Ask the students to hatch the shapes drawn

• Ask the students to change the hatch pattern

and scale.

• Ask the students to draw circles, ellipses and

arcs to given dimensions.

• Ask the students to construct polygons and

squares to given dimensions.

-do-

General Objective 3.0: Understand the different edit boxes


5 3.1 Explain the different edit boxes, how to

use them and their attributes

3.2 Explain how to select the shapes using edit

boxes.

3.3 Use array command to draw both polar

and rectangular arrays

3.4 Explain how to use the offset command

• Ask students to explain the different edit

boxes. Ask students to use them.

• Ask students to explain their attributes.

• Ask students to draw both polar and

rectangular arrays using array command

• Ask students to draw using the offset

command.

-do-

General Objective 4.0: Understand how to use edit commands


6 4.1 Explain how to use edit commands

4.2 Demonstrate how to move objects

accurately using both snap commands and

coordinates

4.3 Demonstrate how to copy objects from one

position to another accurately using snap and

coordinate entry.

4.4 Demonstrate how to erase objects

4.5 Demonstrate how to trim objects

• Ask students to copy objects from one

position to another accurately using snap and

coordinate entry.

• Ask students to erase objects.

• Ask students to trim objects

• Ask students to fillet and chamfer angles

-do-

4.6 Demonstrate how to fillet and chamfer

angles

General Objective 5.0: Understand how to create layers


7-8 5.1 Demonstrate how to create layers.

5.2 Demonstrate how to change colour of

layers

5.3 Demonstrate how to change the line types

of a layer.

5.4 Demonstrate how to move objects from

one layer to another

5.5 Demonstrate how to switch layers on and

off

5.6 Understand the use of layers and how they

help in the construction and understanding of

a draw

• Ask students to create layers

• Ask students to change colour of layers

• Ask students to change the line type of a

layer

• Ask students to move objects from one layer

to another

• Ask students to switch layers on and off

• Ask students to use layers to construct

drawings.

-do-

General Objective 6.0: Understand how to create linear and aligned dimensions


9-10 6.1 Explain how to create linear and aligned

dimensions

6.2 Understand how to create angular

dimensions

6.3 Demonstrate how to add to tolerances to

dimensions

6.4 Demonstrate how to create leader lines.

6.5 Demonstrate how to add single line and

multiple line texts to drawings

6.6 Demonstrate how to edit dimensions and

text

• Ask students to create linear and aligned

dimensions.

• Ask students to create angular dimensions

• Ask students to add tolerances to dimensions

• Ask students to create leader lines.

• Ask students to add single line and multiple

line text to drawings.

• Ask students to edit dimensions and text.

Sets of personal computers,

Recommended textbooks,

Manuals, etc.

DRAWING EXERCISE - 2

11 Create the title block for a drawing

Write letters and numbers on drawings

• Ask each student to carry out his/her own

drawing

Draw circles be able to erase parts of lines or

circles

• Let each student carry out his/her own

drawings.

DRAWING EXERCISE - 3 • grade each student’s drawing

12 Produce a simple drawing with correct details

in terms of title block etc

Select parts of a drawing in order to do further

work. Move, Copy and Rotate drawing parts.

• Ask each student to carry out his/her own

drawing

• Ask each student to carry out a drawing that

is specific to his/her department.

DRAWING EXERCISE - 4

13 Produce a full drawing with title blocks from a

real engineered object. Show all the views.

DRAWING EXERCISE - 5 • Assess the students

14-15 Produce a fully dimensioned drawing of a

component appropriate to the engineering

Specification of the department.

PROGRAMMEE: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 2I4 Agricultural Materials Handling Technology DURATION: 75 Hours (2 Hour Lecture, 3 Hours Practical) UNIT: 5 credit units GOAL: This course is designed to acquaint the student with the basic knowledge in agricultural

materials handling and the technology involved in the process.

GENERAL OBJECTIVES On completion of this course, the students should be able to:-

1.0 Know the physical and mechanical properties of perishable and non-perishable agricultural materials 2.0 Know agricultural materials handling equipment 3.0 Understand the constructional features and operation of agricultural materials handling equipment 4.0 Use the knowledge of physical and mechanical properties in selecting appropriate handling methods

and equipment 5.0 Understand the dynamics of handling equipment in work 6.0 Understand damage and contamination in agricultural materials during handling 7.0 Know packaging materials for agricultural produce 8.0 Understand the maintenance of agricultural materials handling equipment

PROGRAMME: NATIONAL DIPLOMA (ND) IN AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

COURSE: Agricultural Materials Handling Technology

COURSE CODE: ABE 214 CONTACT HOURS: 75 HOURS (2 hr lecture: 3 hrs practical)

GOAL: This course is designed to acquaint the student with the basic knowledge in agricultural materials handling and the technology involved in the process.


General Objective : 1.0 Know the physical and mechanical properties of perishable and non-perishable agricultural materials




Teachers Activities

Learning Resources

1 1.1. Understand the physical properties of agricultural materials

State and explain physical properties; shape, volume, size, porosity, etc of different agricultural materials

Chalk or magic board, sketches

Students should be able to state and explain the peculiarities in the physical properties of agricultural materials

Give students some agricultural materials to examine for irregular shapes, cross-sections, unequal sizes, etc.

Different agricultural materials; e.g. some fruits, vegetables, tubers, grains, etc

2 1.2 Understand the mechanical properties of agricultural materials

State and explain the mechanical properties of agricultural materials viz: normal stress, compressive stress, shear modulus, rigidity modulus e.t.c.


The students should be able to state and explain the mechanical properties of agricultural materials.

Demonstrate the equipment for determining the properties of materials to the students in the laboratory.

Laboratory equipment Different agricultural materials

General Objective: 2.0 Know agricultural materials handling equipment

3 2.1 Appreciate the need for different equipment for handling agricultural materials.

Teacher lists the equipment viz: - Wheeled mobiles [tractor/fork lift/wheel barrow/cart] - Conveyors [Auger(screw)/Belt/ Chain-slat scraper/ Roller/Vibratory/Bucket elevator] - Blowers for

Forage/Grain - Etc

Chalk/magic board, pictures/slides, video films.

Students should be able to recognize different materials handling equipment.

Show handling equipment to students and ask them to name, list, and sketch individual implements.

Range of different materials handling equipment

4 2.2 State the application of each type of handling equipment in agriculture.

States uses of different handling equipment as in 2.1 above in agriculture

Chalk/magic board, picture /slides, video films etc.

Students should be able to explain the uses of different handling equipment in agriculture

Show handling equipment to students and ask them to state their uses

Range of different materials handling equipment

General Objective: 3.0 : Understand the constructional features and operation of agricultural materials handling equipment

5 3.1 Understand the constructional features of mobile agricultural material handling equipment

Explain the main constructional features of mobile vehicles used for materials handling in agriculture (wheeled, motorised, trailed or handpushed


Students should recognise the main constructional features of mobile handling equipment used in agriculture

Demonstrate the main features and operating characteristics of different mobile equipment

Range of mobile materials handling equipment

6 3.2 Understand the constructional features of fixed agricultural material handling equipment

Explain the main constructional features of fixed equipment used for materials handling in agriculture (conveyors and blowers, etc)


Students should recognise the main constructional features of mobile handling equipment used in agriculture

Demonstrate the main features and operating characteristics of different fixed handling equipment

Range of fixed materials handling equipment

7 3.3 Understand the operating methods of mobile materials handling equipment

Explain the operational factors involved in the use of mobile materials handling equipment


Students to appreciate the effective management of mobile equipment for materials handling in agriculture

Organise visit to observe mobile materials handling equipment in operation

Mechanised farm

8 3.3 Understand the operating methods of fixed materials handling equipment

Explain the operational factors involved in the use of fixed materials handling equipment


Students to appreciate the effective management of fixed equipment for materials handling in agriculture

Organise visit to observe fixed materials handling equipment in operation

Farm materials processing site or large mechanised farm

General Objective: 4.0 Use the knowledge of physical and mechanical properties in selecting handling methods and equipment

9 4.1. Understand how to select appropriate handling methods and equipment for specific agricultural commodities

Explain how to select appropriate handling methods and equipment for a particular agricultural material e.g. ripe and unripe tomato fruits

Chalk/magic board, pictures/slides.

Students should understand how to select handling methods and equipment for a variety of agricultural materials e.g. fresh meat , milk,eggs,vegetables,fruits e.t.c.

Demonstrate the effectiveness of different materials handling equipment for different agricultural commodities

Laboratory, agricultural materials, handling equipment Agricultural commodities

General Objective: 5.0 Understand the dynamics of handling equipment in work

10 5.1 Understand the dynamics involved in using agricultural handling equipment

Explain the impacts of space, manoeuvrability, turning corners, etc in selecting and using materials handling equipment

Chalk or magic board, audio-visual aids showing how materials are conveyed by various methods viz: pneumatic, screw, chain, belts e.t.c.

Students should be able to understand and describe the dynamic factors involved in the use of materials handling equipment

Show the students how to optimize space and how to manoeuvre loading and offloading equipment

Laboratory, storage structures e.g. silos for grains processing centre

General Objective: 6.0 Understand damage and contamination in agricultural materials during handling

11 6.1. Understand the problems of damage of agricultural materials during handling.

Explain the causes of damage to agricultural materials due to improper handling Explain types of damage e.g. mechanical damage

Chalk/magic board, pictures/slides

Students should be able to highlight and discuss the causes of damage to agricultural materials due to improper handling And how such damage may be reduced

Demonstrate how mechanical damage can occur to agricultural materials during handling Explain how to

Different surfaces and equipment Various agricultural commodities

to the protective sheath in grains, breakage of pericarp in tomato e.t.c.

reduce damage during handling operations

12 6.2 Understand the problems of contamination of products during handling operations

Explain how contamination can occur during handling operations

Chalk/magic board, pictures/slides

Students should be able to discuss how contamination can occur to products during handling activities

Demonstrate how products can get contaminated by passing them through untidy media, particularly when handling equipment are not properly cleaned after previous operations

Different handling equipment Various agricultural commodities Films of contamination problems

General Objective: 7.0 Know packaging materials for agricultural produce

13 7.1 Understand the need for packaging of agricultural products and materials

State the different materials used for packaging of agricultural materials e.g. use of wooden or cardboard cartons for apples, use of baskets for tomatoes

Chalk or magic board, cardboard drawings, pictures (audio and video)

Students should be able to itemize the different materials used for packaging(those available locally and internationally)

Provide the packaging materials available and demonstrate how they can be made into required shapes to contain the products.

Various packaging materials Variety of agricultural produce

General Objective: 8.0 Understand the maintenance of agricultural materials handling equipment

14 8.1. Understand the need for essential

Explain the need for effective

Chalk/Magic board

Students should be able to explain the essential

Show various handling

Materials handling

maintenance of materials handling equipment

maintenance for effective handling operations

Pictures, diagrams, operating manuals, etc

maintenance schedules of different materials handling equipment

equipment and how to carry out routine maintenance operations

equipment Tools

15 8.2. Understand how to maintain various agricultural materials handling equipment

State and explain different maintenance operations to be carried out on handling equipment.

Chalk/Magic board Pictures, diagrams, operating manuals, etc

Students should understand how to maintain various agricultural materials handling equipment

Arrange visit to observe maintenance operations on handling equipment

Maintenance workshop

TYPE OF ASSESSMENT



Student workbooks Assessment of student workbooks on activities completed throughout the course

25%

TOTAL 100

PROGRAMME: Agricultural and Bio-environmental Engineering Technology: National Diploma COURSE: ABE 211: Farm Electrification. DURATION: 5 Hours/week (2 Hour Lecture, 3 Hour Practical) GOAL: The course is intended to introduce the students to the use of electric power on the farm GENERAL OBJECTIVES;

On completion of this course, the student should be able to;

1.0 Know the uses of electricity on the farm 2.0 Know how to select and operate electric motors for farm use. 3.0 Know electrical installation in farm buildings 4.0 Understand installation of protective electrical devices in farm buildings 5.0 Understand electrical safety on the farm

PROGRAMME: AGRICULTURAL and BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA

COURSE: FARM ELECTRIFICATION COURSE CODE: ABET 211 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hr practical)

GOAL: This course is intended to introduce the students to the use of electric power on the farm.

COURSE SPECIFICATION: : Theoretical practical Practical Contents:

General Objective: 1.0 Know the uses of electricity on the farm.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1 Understand the advantages of electric power over mechanical power.

Encourage the students to state the advantages of electric power over mechanical power. Complete the listing.

Chalk or magic board.

Students should be able to list the advantages electric power has over mechanical power.

Identify machines in the workshop that are driven by electricity and those that are mechanically driven.

Machines in the workshop.

1.2 Identify the applications of electricity on the farm.

Outline the various areas where electricity is applied on the farm.

Chalk or magic board

Students should be able to identify areas electricity usage within different farming systems.

Arrange visit to farm to identify uses of electricity

Farmstead

2 1.3 Understand the power requirement of various farm machines.

Using power rating of machines or current consumed per unit time show how to calculate power

Chalk or magic board, standard charts, manuals.

Students should understand how to determine the power requirement of each machine.

Use wattmeter to measure input of the machine while in operation.

Measuring instrument (Wattmeter). Variety of electrical machines used on farms

requirement of various machines.

3 1.4 Understand the units of electric energy consumption.

Define Joule, Watt in terms of their physical and dimensional quantities.


Students should understand the relationship of the electric units in terms of basic units.

Express the units in terms of basic units.


1.5 Understand the consumption of energy for specific farm operation.

Using assumed quantities show how energy consumption for different farm operations can be calculated.

Chalk or magic board, slides for calculation of energy consumed.

Students should be able to calculate the total energy required in the farm.

Supervise and guide the students to use relevant information sources to determine energy consumption of different farming operations

Farm logbook slides for calculation of energy consumed. Catalogues etc

4 1.6 Understand how to calculate the cost of energy consumed in a farm operation.

Illustrate how to determine energy costs from utility bills as well as from equipment ratings.

Chalk or magic board, slides for calculation of energy consumed.

Students should be able to interpret utility bills to identify energy costs

Highlight the key points of utility bill and ask students to determine energy usage and costs for different situations

Energy utility bills and calculated cost documents.

General Objective: 2.0 Know how to select and operate electric motors for farm use


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

5 2.1 Identify the types and sizes of electric motors used on the farm.

State the types of electric motors based on the physical, size, power rating and phase types.

Chalk or magic board, catalogs, slides of different types of electric motors.

Students should know the various types of electric motors and how to classify them.

Display the various types of electric motors in the workshop and let the students identify them.

Electric motors.

6 2.2 Choose the type and size of motors suitable for particular purposes.

Explain how to choose the type and size of motors for a particular work.

Motor selection guide, manuals, experiences.

Students should know how to select electric motor for particular load.

Demonstrate with motor selection guides, manuals how to select motors.

Motor selection guides.

7 2.3 Understand the importance of appropriate correct selection bearings, base and enclosures for electric motors.

Explain the importance of correct choice of bearing, base and enclosure.

Chalk or magic board, catalogs, slides of different motor bearings.

Students should understand the types of bearing available and be able to identify the preferred choice for particular motor setting.

Operate an electric motor with two or three different types of bearing to illustrate the effects on speed, noise, etc

Electric motor mounting accessories.

8 2.4 Understand the purpose and methods of providing overload protection for electric motors.

State purpose of providing over-load protection for electric motors.

Chalk or magic board, catalogs, slides of different motor overload protections.

Students should understand and explain why overload protections are applied to electric motors.

Demonstrate the various overload protections in an electric motor.

Electric motor fitted with overload protection devices.

9 2.5 Understand the appropriate

List types of drive

Drawings, diagrams or

Students should be able to select the

Demonstrate how to choose

Drive mechanism and motors of different types.

methods of selecting suitable drive mechanisms for electric motors.

mechanism (belts, chains, etc) and state their benefits

slides of various types of drives for electric motors

most suitable drive mechanism for electric motors in different situations.

suitable drives mechanism for motors.

10 2.6 Understand the correct operation and maintenance of electric motors .

Explain the correct connection, operation and maintenance requirements of electric motors.

Drawings, diagrams, slides or film projections showing connection, operation and maintenance of electric motors.

Students should be able to undertake correct installation and maintenance of an electric motor

Supervise students in the installation and maintenance of an electric motor

Electric motor and its accessories.

General Objective: 3.0 Know electrical installation in farm buildings


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

11 3.1. Understand the basic requirements of electrical installations in farm buildings

Explain the basic requirements and design of farm electrical installations

Chalk or magic board, slides of electrical installation diagrams.

Students should be able to interpret electrical installation diagrams

Guide the students through the details of various electrical installation diagrams and explain their main features

Chalk or magic board, slides of electrical installation diagrams

12 3.4 Understand the methods of installing surface wiring for farm buildings

Explain how to install surface wiring of building using the appropriate tools. Explain any legal

Chalk or magic board, electrical standard cable charts, slides of sizes of cables.

The students should recognize the methods and requirements for installing surface wiring in a farm building.

Arrange visit to observe the installation of wiring for a farm buildings

Suitable development site

requirements for installations

13 3.6 Understand how to inspect and test installations as stipulated by the statutory regulations.

Explain the process of testing installations.

Chalk or magic board, regulation handbooks for surface wiring.

Students should observe the processes involved in inspecting and testing electrical installations.

Arrange visit to observe the inspection and testing of a new and used electrical system.

Suitable farm Electrical test engineer

General Objective: 4.0 Understand installation of protective electrical devices in farm buildings


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

14 4.1 Understand the relevant regulations regarding various types of protective devices.

Explain how protective electrical devices may be installed while observing statutory regulations.

Chalk or magic board, IEEE Regulation Handbooks.

Students should be able to identify common types of protective devices e.g. circuit breakers, fuses etc and understand potential faults that may arise

Display some electrical protective devices for identification Carry out some troubleshooting of faulty electrical protective devices

IEEE Regulation Handbooks Electrical protective devices Troubleshooting manual.

General Objective. 5. 0 Understand electrical safety on the farm


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

15 5.1. Students should be able to differentiate between correct and incorrect

List common risky practices, such as plugging machines to

Chalk/ magic board Pictures Slides

Students should be able to interpret and understand written safety instructions

Ask students to identify and list all written safety instructions in a farm house,

Wall charts, fire notices, written instructions on electrical machines, etc

working practices involving electrical equipment

power source without appropriate safety plugs, leaving live wires exposed

workshop, etc



Practical assessment Workshop activities on installation and maintenance of electrical machines

25%

Student workbooks Students to complete a range of short assignments and activities as specified by the teacher during the course

25%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABET 213 IRRIGATION AND DRAINAGE DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical) UNIT: 4.0 GOAL: This course is designed to enhance the student’s knowledge of the principles and of

irrigation and drainage of agricultural lands. GENERAL OBJECTIVES:

On completion of this course, the students should be able to: 1.0 Understand the concept of irrigation and drainage 2.0 Know the water requirement of Crops. 3.0 Understand surface and ground water as the major sources of irrigation water. 4.0 Know irrigation structures and pumps. 5.0 Know crop watering systems and requirements. 6.0 Understand the methods and structures for drainage, flood and tide control.

General Objective: 2.0 Know the water requirements of crops.

PROGRAMME: AGRICULTURAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA.

COURSE: Irrigation and Drainage COURSE CODE: ABET 213 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hrs practical)

GOAL: this course is designed to enhance the student’s knowledge of the principles and of irrigation and drainage of agricultural lands.

COURSE SPECIFICATION: : Theoretical Content Practical Contents:

General Objective : 1.0 Understand the concept of irrigation and drainage




Teachers Activities

Learning Resources

1 1.1 Understand the basic principles associated with irrigation and drainage

Give the definitions and explain the relationships between irrigation and drainage

Chalk or magic board, cardboard display, slides.

Students should understand interrelationships between irrigation and drainage

To clarify the difference between the two by demonstration and video shows

Chalk or magic board, cardboard display, video projector.

2 1.2 Understand the problems associated with irrigation and drainage practices.

Give some of the likely problem associated with irrigation and drainage

Chalk or magic board, cardboard display, slide of irrigation or drainage fields.

Student should recognize the problems associated with irrigation and drainage practices.

Organise field visit to highlight specific problems associated with irrigation and drainage practices

Irrigation and drainage fields

3 2.1 Understand the different forms of soil moisture e.g., gravitational water, available water, field capacity, wilting point etc.

With drawings and simple practical demonstrate gravitational water, available water, field capacity, wilting point etc.

Chalk or magic board, drawings, slides and pictures explaining classes of soil moisture.

Understand how to measure soil moisture using appropriate equipment and tools

Demonstrate methods of determining soil moisture in the field

Field and lab equipment for determining soil moisture

2.2 Understand the concept of available water capacity of a soil.

Define field capacity. State formula for calculating it. Using some values carryout some calculations.

Chalk or magic board, drawings, slides and pictures explaining ways of calculating water capacity of soil.

Students should be able to carry out the calculation of available water capacity of a soil.

Demonstrate methods of determining soil AWC and supervise students to carry out the same processes

Field data and equipment Practical notes.

4 2.3. Understand the problems, origins and methods of control of saline and alkaline soils.

Explain the meaning, causes and control of each

Boards, drawings, slides and pictures

Be able to collect and analyse water samples for salinity and alkalinity

- Collect irrigation water and test for alkalinity. Oversee students in carrying out analysis

PH and EC meter and other lab apparatus.

5 2.4. Understand how to determine consumptive water use by different methods using meteorological data.

Explain the procedures of determining the consumptive use of water by different methods.


The students should recognise how to determine water use consumption using different methods.

Demonstrate different methods of determining water consumption using different methods.


6 2.5 Understand how to determine the evapotranspiration of a given area using lysimeter.

Explain the lysimeter and how it is used.

Drawing, picture of lysimeter

The students should understand the constructional features of the lysimeter and how

Construct a local lysimeter and use it to estimate evapotranspiration.

Local lysimeter

to use them.

General Objective: 4.0 Know irrigation structures and pumps.




Teachers Activities

Learning Resources

10 4.1 Identify different types of irrigation pumps and their working principles

Explain suction/ delivery heads. Explain relation between head and discharge


Student should identify the different types of pump.

Visit a pump maintenance shop to identify different makes and models of pumps.

Pump maintenance and plumbing tools

4.2 Understand the Explain the criteria Chalk or magic Students should Demonstrate how Chalk or

General Objective: 3.0 Understand the uses of Surface and Ground water as the major sources of irrigation water.

7 3.1. Understand the major sources of surface water and how it is stored

Explain the main sources of surface water and methods of collecting and storing for agricultural use

Chalk/magic boards, drawings, slides and pictures

Recognise methods of sourcing and storing surface water for farm crops

Explain how to identify suitable surface water supplies for agriculture

Drawings, slides and video footage

8 3.2. Understand the means of storing and distributing surface water to farm plots.

Explain dam structures, construction features and water distribution methods to crops

Chalk/magic boards, drawings, slides and pictures

Recognise the main components of irrigation dams and water distribution systems

Arrange visit to irrigation dam and highlight the main features and operations

Irrigation dam

9 3.3 Understand sources of ground water and the different forms in which it exists

Explain the various forms and nature in which ground water exits.

Chalk or magic board, drawings, slides and pictures explaining various forms and nature of ground water.

Students should recognise the main features of water abstraction wells and their management for effective water supply

Organise visit to ground-water well and explain how the well is managed to ensure effective water abstraction and supply

Groundwater abstraction site

criteria for pump selection.

for the selection of pumps.

board, drawings, slides, pump selection manual.

understand how to select pumps for specific situations

to select irrigation pumps for specific water supply situations

magic board, drawings, slides, pump selection manual.

11 4.3 Understand the maintenance requirements of irrigation pumps.

Outline the methods of maintaining irrigation pumps.


Students should know the routine checks and services required of the irrigation pumps.

Demonstrate routine checks and basic maintenance requirements of irrigation pumps.

Pump maintenance schedules Manuals Tools

General Objective: 5.0 Know Crop Watering System and requirements

12 5.1 Understand different water application methods in irrigation e.g., surface irrigation sub-surface irrigation, sprinkler irrigation.

Explain the different water application methods and their suitability for different crops


Students should be able to recognise the main features and components of different irrigation systems.

Visit irrigation fields with the students to identify the different water application methods.

Irrigation facilities and field trips.

13 6.2 Understand the factors that determine when to irrigate and how much water to apply

List the factors and explain each. Explain the process of determining crop water requirement.


Students should understand how to determine irrigation requirements for different crops

Using data from crop water requirements, soil retention capacity and others, explain procedures for schedule irrigation.


General Objective: 7.0 Understand methods and structures for drainage, flood and tide control

14 7.1Understand the need for effective

Give definitions and effects of drainage.

Boards, drawings,

Recognise the difference between

List different drainage system.

Boards, drawings,

field drainage Explain need for drainage

slides and pictures

surface and tile drainage

Differentiate between surface and tile drainage

slides and pictures

7.2 Understand the sources of drainage problems such as salt deposits ,water logging etc

List and explain the possible causes of different drainage problems.


The students should recognise some of the symptoms of poor drainage.

Visit the field to identify symptoms and sources of drainage problems.

Drainage site.

15 7.3. Understand the design and layout of drainage systems.

Explain steps involved in the planning the layout of drainage systems.


Students should know how to plan layouts for drainage structures.

Carry out layout of drainage structures and or visit irrigation site

Field trip to irrigation sites



Assignment Students to complete an essay on the importance of irrigation and drainage to the production of quality agricultural crops

40%

TOTAL 100

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA COURSE: ABE 214 APPLIED FLUID MECHANICS DURATION: 60 HOURS (2 hrs theory plus 2hrs practical per week) UNITS: 4 GOAL To provide an in-depth knowledge in the subject of fluid mechanics and the components used in farms and farm machinery GENERAL OBJECTIVES: On completion of this course the students should be able to:- 6.0 Understand basic fluid flow and fluid flow classification 7.0 Understand fluid state principles and relationships that describe fluid flow problems 8.0 Understand the working principles of pneumatic systems and components 9.0 Understand the characteristics of fluid flow in pipes and channels 10.0 Understand the working principles and application of different classes of fluid-power machinery

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA

COURSE TITLE: APPLIED FLUID MECHANICS

COURSE CODE: ABE 214 CONTACT HOURS 2 hrs theory plus 2hrs practical per week

GOAL: To provide an in-depth knowledge in the subject of fluid mechanics and the components used in farms and farm machinery

COURSE SPECIFICATION: THEORETICAL CONTENT PRACTICAL CONTENTS:

GENERAL OBJECTIVE: Understand basic fluid flow and fluid flow classifications

Week



Learning Resources



Learning Resources

1 Understand Physical and mechanical fluid properties.

Introduce fluid power machines and equipment to students Explain the physical and mechanical properties of fluids

Chalkboard or magic board Diagrams and photographs of fluid power machines

Students should recognise how measure fluid flow and determine physical and mechanical properties of fluids

Give an overview on lab equipment and its applications Demonstrate how to conduct lab experiments to determine fluid properties

Fluid mechanics lab

2 Understand the relationship between fluid properties and fluid flow

Discuss the fluid flow behaviour in relation to fluid properties Give real examples to evaluate effects of properties on fluid flow

Chalkboard or magic board Data from real world case studies and charts

Involve students in solving exercises

Understand how to determine physical and mechanical properties of fluids

Demonstrate how to conduct lab experiments to determine fluid properties

Fluid mechanics lab

3 Understand different classes of fluid flow.

Explain various classes of flow: Internal/ external; Viscous/ non-viscous; Laminar/ turbulent; Etc

Chalkboard or magic board Images and diagrams

Able to use appropriate lab equipment to determine fluid flow properties

Supervise students in lab experiments to determine fluid flow types

Fluid mechanics lab Equipment for determining fluid flow

GENERAL OBJECTIVE 2.0: Understand fluid state principles and relationships that describe fluid flow problems

4 Understand the characteristics of static fluids and the factors affecting static pressure in compressible and incompressible fluids

Explain the mathematical form of law of conservation of energy, Newton’s law, momentum,

Chalkboard or magic board

Data from real world case studies and charts Problem solving exercises

Understand the working properties of static fluids and relation to pressure

Explain how to measure static pressure Discuss various arrangements to measure static pressure

Fluid mechanics lab

5 Understand the energy relationships in fluid flow situations

Discuss the mathematical form of; conservation of energy; flow energy, potential energy, Internal energy and energy head.

Chalkboard or magic board Data and problems from practical situations

Appreciate how to calculate energy terms from experimental data

Demonstrate how calculate energy in fluid flow situations

Fluid mechanics lab Fluid measuring equipment

GENERAL OBJECTIVE 3.0: Understand the working principles of pneumatic systems and components

6

Understand the importance and working characteristics of pneumatic components and systems.

Explain the working principles of pneumatic and pneumatic system and their application in agricultural machines

Chalkboard or magic board Drawing and diagrams of pneumatic machine components

Students should be able to identify different types and classes of pneumatic components and understand their method of operation

Introduce to students sample of different types of valves and blowers Explain the structure, operation, control and testing of pneumatic systems

Lab scale pneumatic system and test setup for components

7

Understand the operation of pneumatic systems and be able to interpret technical information associated with

Explain the structure and operation of pneumatic components Explain the technical

Chalkboard or magic board Drawing and diagrams Catalogues

Understand the operation and control of pneumatic power systems

Demonstrate the operation and control of different pneumatic systems and components

Lab scale pneumatic system and test setup for components

pneumatic systems. terminology associated with pneumatic systems

GENERAL OBJECTIVE 4.0 Understand the characteristics of fluid flow in pipes and channels

8 Understand velocity relations and distribution in fluid systems

Explain velocity distribution for circular and other shapes. Explain friction coefficient, Darcy formula and head losses due to friction

Chalkboard or magic board Drawing and diagrams Technical charts

Students should understand how to determine friction coefficient and head loss in fluid flow systems

Demonstrate how to determine friction coefficient and head loss in fluid flow systems

Fluid mechanics lab Fluid flow and measuring equipment Technical charts

9 Understand the friction coefficient and friction loss formulas and Charts

Explain friction coefficient, Darcy formula and head losses due to friction


Students should be able to determine friction coefficient and head loss in fluid flow systems

Supervise students to determine friction coefficient and head loss in fluid flow systems

Fluid mechanics lab Fluid flow and measuring equipment Technical charts

10 Understand the properties of channel flow and its controlling parameters

Explain why different types of flow occurs in channels Give examples of different channel flow situations


Students should recognize various types of flow and open channels and understand how to determine the characteristics and properties of open channel flow

Demonstrate different channel flow situations Demonstrate how to determine various properties of open channel flow

Fluid mechanics lab Flumes and Weirs Flow measuring equipment

11

Understand how to determine flow in open channels

Explain the individual parameters of the relevant equations and how to use them to solve problems


Students should be able to determine fluid flow in open channels

Supervise students to determine fluid flow in open channels

Fluid mechanics lab Flumes and Weirs Flow measuring equipment

GENERAL OBJECTIVE 5.0 Understand the working principles and application of different classes of fluid-power machinery

12 Understand the working principles and classification of positive displacement machines (PDM)

Explain the working principles and structure of centrifugal pumps, axial flow pumps and mixed flow pumps Discuss standard calculation methods of pump performance and evaluation Use sample examples to demonstrate understanding

Chalkboard or magic board Drawing and diagrams catalogues Relevant practical case studies and special problems

Recognise the installations and applications of PDM Understand the testing procedures to determine performance

Discuss the structure and design of PDM Involve students in installation and connecting PDM to fluid system Explain the testing process of PDM

PDM testing rig PDM pumps and component parts

13 Understand the operation principles and structure of centrifugal pumps

Explain the working principles and structure of centrifugal pumps (CP)

Chalkboard or magic board Drawing and diagrams catalogues

Understand the operation principles and structure of centrifugal pumps Understand how to determine Pump Characteristics curve

Explain different pump structures Discuss and perform pump testing

CP testing rig CP pump and component parts

14

Understand pump selection criteria

Explain pump selection procedures Discuss the significance of matching pumps to fluid system characteristics

Chalkboard or magic board Drawing and diagrams Catalogues and technical specifications

Understand the practical and mathematical procedures for selecting the most suitable pump

Explain in details pump selection process Provide relevant assignments to students

Fluid mechanics lab

15

Understand the practical application of different pumps and fluid systems

Explain all types of fluid systems and their applications in agriculture

Chalkboard or magic board Drawing and diagrams

Appreciate the practical applications of pumps and fluid systems in agriculture

Arrange visit to agricultural processing unit using variety of fluid machines and systems

Agricultural processing unit



Practical assessment Laboratory work on fluid power and flow calculations 25%

Assignment Students to produce assignment on use of fluid power in agriculture 25%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 222: Farm Machinery and Mechanisation 2 DURATION: 75 Hours (2Hour Lecture, 3 Hours Practical) GOAL: This course is designed to acquaint the student with the principles and practices of crop husbandry

and harvesting operations and to equip them with the necessary skills for effective crop machinery operations.

GENERAL OBJECTIVES;

On completion of this course, the students should be able to: 1.0 Know crop husbandry equipment and their operations 2.0 Understand the use crop protection equipment. 3.0 Understand the use of manure and fertilizer application equipment. 4.0 Understand the use of crop harvesting equipment. 5.0 Be able to use horticultural machinery


COURSE: Farm Machinery and Mechanisation 2

COURSE CODE: ABE 222 CONTACT HOURS: 75 HOURS (2 hr lecture, 3 hrs practical)

GOAL: This course is designed to acquaint the student with the principles and practices of crop husbandry and harvesting operations and to equip them with the necessary skills for effective crop machinery operations.


General Objective.1.0 Know crop cultivation husbandry equipment and their operations.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 5.8 Understand the need for and equipment used for various weeding and thinning methods.

Define weeding operation. List and explain various weeding and thinning operations.

Chalk or magic board, cardboard, slides drawings describe various weeding and thinning methods.

Student should be able to recognise and describe the various weeding and thinning methods.

Demonstrate various weeding and thinning methods in the farm plot.

Weeding equipments.

2 5.9 Identify types of equipment used for weeding and for thinning operations.

List and explain types of weeding equipment.

Chalk or magic board, cardboard drawings, catalogues, slides of weeding equipments.

Student should be able identify and describe the various equipments for weeding and thinning operations.

Display the weeding and thinning equipments and identify them.

Weeding and thinning equipments.

3 5.10 Recognise the function of component parts of equipment used for weeding and thinning.

List the component parts of weeding and thinning equipment. Describe the

Chalk or magic board, cardboard drawings, catalogues slides showing

The students should know the functions of the parts of the various weeding and thinning equipment.

Display the parts, identify them and state the functions of each part.

Dismantled parts of various weeding and thinning equipments.

functions and characteristics of the part.

components parts of weeding and thinning equipment.

4 5.11 Understand how to carry out weeding and thinning operation.

Outline the methods of carrying out weeding and thinning operations.

Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out weeding and thinning operations.

Students be able to carry out weeding and thinning operations.

Demonstrate and supervise students to carry out the weeding and thinning operations.

Functional weeding and thinning implements. Field or plot crops

General Objective: 2.0 Understand use of crop protection equipment.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

5 6.1 Understand the need for, and benefits of, effective crop protection.

Define and explain crop protection and its benefits


Student should be able to identify and explain approaches to crop protection in commercial production.

Show drawings slides or pictures of crop protection process in action.

Classroom or laboratory setting.

6 6.2. Recognise various types of crop protection methods.

List types and methods of crop protection and explain their benefits.

Chalk or magic board, drawings, slides and pictures indicating types of crop protection.

Students should be able to recognise and understand the need for different types of crop protection used in commercial production.

Arrange visit to commercial crop farm to view various crop protection operations in practice.

Crop farm Variety of crop protection methods

7 6.3 Understand how to select appropriate crop protection equipment for different crop situations.

Explain how to choose appropriate equipment for particular job.

Chalk or magic board, drawings, slides and pictures of equipment and component parts Expert recommendations etc.

Students should recognise the main components of different equipment and their function in crop protection operations.

List and explain the component parts of crop protection equipment and highlight how this influences equipment choice for different operations.

Crop protection equipments. Component parts

8 6.4 Understand how to carry out a crop protection operation using appropriate equipment.

Describe the elements of various crop protection operations.

Chalk or magic board, drawings, slides and pictures outlining the processes of carrying out crop operations.

Students should be able to effectively carry out a crop protection operation.

Demonstrate and supervise students to carry out crop protection operations.

Functional crop protection implements. Field trial plots

General Objective: 3.0 Understand the use of manure and fertilizer application equipment


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

9 7.1 Recognise the different types of fertilizer and manure application equipment.

List and explain the differences between various types of fertilizer and manure application equipment.

Chalk or magic board, drawings, slides and pictures showing different types of fertilizer and manure application equipment.

Students should be able to identify the machines that are used for fertilizer and manure applications.

Visit farm machinery workshop or repair centre for students to observe the various manure and fertilizer machines.

Farm machinery workshop or repair centre

7.2 Recognise the component part of each of fertilizers and manure

Introduce and explain the purpose of different

Chalk or magic board, drawings, slides and pictures showing

Students should be able to identify and state the functions of various parts of the

Dismantle the parts of the machine and explain functions of each part.

Functional or non-functional manure /

application equipment.

components of fertilizer and manure machines.

different types of fertilizer and manure application equipment.

fertilizer and manure machines.

fertilizer parts.

10 7.3 Understand the methods of choosing and using fertilizer and manure application equipment for field work.

Explain how to select and operate appropriate equipment for field job.

Equipment manual, Expert recommendations etc.

Students should be able to operate different equipment for the application of fertilisers

Supervise the students in the application of fertilizers using the appropriate equipment

Fertilizer equipment

General Objective: 4.0 Understand the use of crop harvesting equipment.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

11 8.1 Recognise the range of equipment for crop harvesting.

Name the equipment and explain their modes of their operations.

Chalk or magic board, cardboard drawings, catalogues slides showing different types of harvesting equipments.

Students should recognise different harvesting equipment and their component parts.

Introduce various machines and component parts Ask students to explain its mode of operations.

Variety of harvesting equipment and component parts

8.2 Understand how to select appropriate crop harvesting equipment and components for specific harvesting operation.

State the factors to be considered in choosing appropriate crop harvesting operations.


Students should be able to select different harvesting machines for particular crops

Ask students to select appropriate harvesting machine for different crops

Harvesting equipment.

12 8.3 Understand how to adjust harvesting equipment for various operations.

Explain the adjustments available on different machines for various crop conditions and situations.

Chalk or magic board, cardboard drawings, catalogues slides showing adjustments of harvesting equipment.

Students should be acquainted with the techniques of adjusting the harvester for particular crops to harvest.

Demonstrate the adjustment of the harvester for a particular crop. Supervise students in carrying out similar adjustments

Harvesting equipment. Operating manuals

13 8.4 Understand the factors involved in harvesting different agricultural crops.

Outline the main issues involved in harvesting crops using appropriate equipment.

Chalk or magic board, drawings, slides and pictures outlining the processes of harvesting crops using harvesting equipment.

Students should be able to undertake effective harvesting operation of specific agricultural crops.

Supervise students in carrying out harvesting operations. Explain various management factors whilst the operation is in progress.

Functional harvesting implements Crops to harvest.

General objective 9.0 : Be able to use Horticultural Machinery

Week


Teachers Activities

Learning Resources

Specific Learning Objectives

Teachers Activities

Learning Resources

14 9.1 Identify different horticultural machineries

Name different horticultural machineries viz: turf cutters, edge trimmers, soil aerators, lawn mowers e.t.c. Give their mode of operation.

Chalk or magic board, cardboard drawings, catalogue slides, audio- visual aids showing different types of horticultural machineries.

The students should be able to identify different horticultural machines and describe their mode of operation.

Visit the machinery shed and show the equipment to the students.

Horticultural machines.

9.2 Describe the functional parts of each equipment

List the component parts of machines and their adjustments e.g. vertical height adjustment, land wheel, hood or protective cover, rotors and cutting components e.t.c.

Chalk or magic board, cardboard drawings, catalogue slides, audio- visual aids showing different types of horticultural machineries.

The students should know the functions of parts of each of the horticultural equipment.

Display the component parts of each machine, identify and state their functions.

Dismantled parts of the various horticultural machines.

15 9.3 Select and use the appropriate horticultural machinery to carry out specific horticultural activity.

Explain how to select and use the appropriate machinery for a specific horticultural job.

Relevant machine manuals, experienced guide.

The students should be able to select and use the appropriate machinery for a specific horticultural job.

Supervise students to carry out selection and use of horticultural machinery for a typical work e.g. Use a lawn mower for a lawn mowing operation, then use an edge trimmer to trim the edges of cut grass.

Horticultural machinery Lawn mowers Turf cutters Edge trimmers Soil aerators e.t.c.

TYPE OF ASSESSMENT



Practical assessment Ability to safely and effectively conduct field operations as specified during the course

50%

TOTAL 100

PROGRAMME: NATIONAL DIPLOMA INAGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

Course: Technical Report Writing CODE: ABE 227 CONTACT HOURS: 2 HRS/WK

Course Specification: THEORY AND PRACTICE

Week General Objective: 1.0 Meaning, Purpose and Types of Technical Report

Specific Learning Outcome Teachers Activities Resources

1 1.1 Explain the meaning of technical reports

Explain the key words- technical, report Chalk/ magic board

1 1.2 Identify the purposes of technical reports

Explain the different purposes according to types

Chalk/ magic board

2 . 1.3 Explain types and uses of technical reports

List and explain types and how they are used.

Give examples.

Chalk/ magic board

General Objective: 2.0 Contents of a Technical Report

3 2.1 Understand parts of a typical technical report.

List the components of named technical reports. E.g progress report, inspection report, annual.

Chalk/ magic board

4 2.2 Understand contents of the various components of different types of technical report

Explain the contents of the listed components. Chalk/ magic board

General Objective 3.0 Writing the contents of a technical report

5 3.1 Select suitable topic and title Give examples of situations and Present Chalk/ magic

suitable titles board

5 3.2 - aim and objectives of the report

Outline aim and objectives of the examples in 3.1 above and ask the students to write them

Chalk/ magic board

6 3.3 scope and limitation of report

Explain and ask students to write the scope and limitations of the report. Assess students’ work

Chalk/ magic board

7 3.4 -review of related literature Explain how to source for materials to read. Explain how to extract points related to the chosen topic. Illustrate with examples. Explain how to take notes. Illustrate how to write literature review. Give assignments and assess students.

Textbooks, journals, internet sources.

8 3.5 method of data collection Explain various methods of collecting data relevant to the report. Ask students to collect data for a given technical report.

Chalk/ magic board

9 3.6 - data analysis (graphical method, tabular method descriptive statistics) and presentation -bar chart, graphs, pie chart, etc (use of appendices).

Use typical data to illustrate analysis as in 3.6 Ask students to analyze and present the data they collected in 3.5 above.

Chalk/ magic board, data

10 3.7 -interpretation of results and conclusion

Explain how to draw meaningful conclusions from analyzed data. Ask students to write interpretation and draw conclusions from their analyzed data.

Chalk/ magic board, data

10 3.8 inferences and recommendations

Show how to draw inferences from the findings and make recommendations.

Chalk / magic board, sample report.

11 3.9 Write abstract or synopsis of the report

Show from a typical report, how to write the abstract- a brief summary of work done, results/findings and the inferences

Chalk / magic board, sample report

12 3.10 Pagination, referencing and bibliography

Illustrate the format for pagination, referencing and bibliography using a typical report.

Chalk / magic board, sample report

General outcome 4: Write a technical report

13 - 15

4.1. Demonstrate ability to produce a technical report on one aspect of agricultural and bio-environmental engineering technology

Provide a list of topics and supervise and support students to produce an appropriate technical report

List of topic areas

TYPE OF ASSESSMENT

PURPOSE AND NATURE OF ASSESSMENT (MEC 102)

WEIGHTING (%)

In-class assessments

Assessment of student work completed during class as detailed in the programme above

30%

Technical Report Students to compile a brief technical report from a list of topics provided

70%

TOTAL 100

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL

DIPLOMA

COURSE: SDV 210 ENTREPRENEURSHIP DEVELOPMENT

DURATION: 30 HOURS (2 hrs theory per week)

UNITS: 2 GENERAL OBJECTIVES:

1.0: Understand the basic concept of entrepreneurship

2.0: Understand the historical perspective of entrepreneurship development

3.0: Know how to plan a business enterprise/project.

4.0: Know how to operate simple stock keeping records

5.0: Know how to prepare and operate cash flow on spreadsheets

6.0: Understand employment issues

7.0: Understand the Nigerian Legal System

8.0: Comprehend the nature of contract and tort

9.0: Understand Agency and Partnership

PROGRAMME: AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL

DIPLOMA

Course: Entrepreneurship Development I Course Code: SDV 210 Contact Hours: 2 - 0 - 0


Week

General Objective 1.0: Understand the basic concept of entrepreneurship

Special Learning Objectives Teachers Activities Resources

1 1.1 Define entrepreneurship, entrepreneur,

small business and self-employment.

1.2 State the entrepreneurship philosophy and

identify entrepreneurial characteristics.

1.3 Identify entrepreneurial characteristics.

1.4 Define development enterprise.

• Lecture and site examples of each. Chalkboard

General Objective 2.0: Understand the historical perspective of entrepreneurship development


2 2.1 Historical perspective.

2.2 Trace the origin of entrepreneurship.

2.3 Explain organizational structure.

2.4 Explain the role of an entrepreneur.

2.5 Explain the reasons for business failure.

• Trace the historical evolution of business enterprise

citing example Highlight the reasons for their

failure/success.

Chalkboard

General Objective 3.0: Know how to plan a business enterprise/project.


3 3.1 Define the concepts: planning, business

enterprise and project.

3.2 Explain the importance of planning to a

business enterprise.

3.3 Analyse the skills and Techniques of

starting and managing small business

successfully.

• Lecture and illustrate with examples.

• Highlight to the students the initial problems likely

to be faced.

• Invite a successful entrepreneur to deliver lecture to

the students.

Chalkboard

4 - 5 3.4 Prepare and present project proposal. • Lecture and introduce the students to the formats of Chalkboard

3.5 Manage a small business profitably. various project proposals.

General Objective 4.0: Know how to operate simple stock keeping records


6 4.1 Ordering spare parts/materials

4.2 Receipt of parts/materials

4.3 Storage of parts/materials

4.4 Issue of parts/materials

• Lecture and demonstrate to students how to write

receipt and keep records of ordering, storage and

issue materials.

Store or any storage

facility Record note-

books.

General Objective 5.0: Know how to prepare and operate cash flow on spreadsheets


7-8 5.1 Need for different records (capital,

revenue, credit transaction, tax)

5.2 Formatting spreadsheet

5.3 Operating spreadsheet

• Lecture and demonstrate for the students to

appreciate

• Give practical exercise to students.

Chalkboard and

Computer

General Objective 6.0: Understand employment issues


9 6.1 Define the terms: education, training and

development.

6.2 Relate education, training and

development to employment.

6.3 Distinguish between skills and

employment.

6.4 Explain the role of the private sector in

employment generation.

6.5 Identify the forms and informal sectors.

6.6 Explain the issues of: (i) Rural youth and

employment (ii) Urban youth and

employment.

• Lecture and cite examples. Chalkboard.

General Objective 7.0: Understand the Nigerian Legal System


10 7.1 Explain the nature of law.

7.2 Analyse the sources of Nigerian laws.

7.3 Evaluate the characteristics of Nigerian

Legal System.

• Lecture Chalkboard

General Objective 8.0: Comprehend the nature of contract and tort


11 8.1 Define contract.

8.2 Explain types of contracts

8.3 State the basic requirements for a valid

contract.

8.4 Analyse contractual terms.


12 8.5 Examine vitiating terms.

8.6 Explain breach of contract and remedies.

8.7 Define Tort.

8.8 Explain types of Tort.

8.9 Discuss tortuous liabilities and remedies.

Lecture Chalkboard

General Objective 9.0: Understand Agency and Partnership


13-15 9.1 Define agency

9.2 Explain creation of agency

9.3 Explain authority of the agent.

9.4 Analyse the rights and duties of principal

agent and third parties.

9.5 Explain termination of agency and

remedies.


15 9.6 Define partnership.

9.7 Examine creation of partnership.

9.8 Explain relations of partners to one

another and to persons dealing with them.

9.9 Analyse dissolution of partnership and

• Lecture and cite examples Chalkboard

remedies

Assessment: Coursework 20% Course tests 20% Practical 0% Examination 60%.

References:

1. Wole Adewumi, “Business Management An Introduction”, McMillan Nig. Ltd. Lagos. 1988.

2. Soji Olokoyo, “Small Business Management Guide Entrepreneurs”, Ola Jamon Printers and Publishers, Kaduna.

Programme: National Diploma in Agricultural and Bio-Environmental Engineering

Module: IAE 112 - Rural Sociology and Agricultural Extension Duration: 60 hours Unit: 3 Credit Units Goal: The course is designed to provide the students with the knowledge of rural social set up and to acquaint them with the methods of packaging and disseminating modern farming techniques. General Objectives: On completion of the module, the students should be able to: 1.0 Understand basic sociological concepts. 2.0 Understand the organization and functioning of Nigerian rural institutions. 3.0 Understand the elements of social systems and barriers to social change. 4.0 Understand the agents of social change in Nigeria. 5.0 Understand the scope and principles of Agricultural extension in agriculture. 6.0 Understand the role of communication in extension. 7.0 Understand the concept of innovation and adoption in extension. 8.0 Understand the principles of extension administration and importance of audio-visual aids. 9.0 Understand the methods of creating teaching situations for adult learners. 10.0 Understand the roles of local leaders in agricultural extension. 11.0 Know the role of agricultural Research Institutes in extension work.

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 215 Farm Power DURATION: (2Hour Lecture, 2 Hour Practical) GOAL: This course is designed to provide the student with the knowledge of the sources of power used in

mechanized agriculture; the functional parts and working principles of the internal combustion engine and the functional units and the systems of the farm tractor

GENERAL OBJECTIVES; On completion of this course, the student should be able to:- 1.0 Understand the various sources of power for farming. 2.0 Understand the workings of the internal combustion engine 3.0 Understand the operation and maintenance of the tractor engine and its component parts 4.0 Understand the operation and maintenance of the tractor transmission system and PTO 5.0. Understand the operation and maintenance of the tractor hydraulic system.

PROGRAMME: AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY: NATIONAL DIPLOMA

COURSE: ABET 213 Farm Power COURSE CODE: ABET 213 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hr practical)

GOAL: This course is designed to provide the student with the knowledge of the sources of power used in mechanized agriculture; the functional parts and working principles of the internal combustion engine and the functional units and the systems of the farm tractor.

COURSE SPECIFICATION: : Theoretical contents Practical Contents:

General Objective: 1.0 Understand the various sources of power for farming.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1 Understand the different sources of power on the modern farm

Introduce the topic List sources of power used for farm operations

Magic board, black board or projector

Students should be able to define farm power and specify the various forms and sources of farm power

Ask students to define farm power and specify the various forms and sources of power used in agriculture


2 1.2. Understand and compare the main uses of each power type identified in 1.1 above.

Describe and compare the use of each power listed. Explain how power is exploited from each source.


Students should recognize the main uses of different power sources available on the farm

Ask students to associate the various uses of power on the farm to the various forms of farm power, hence, to state forms of power that can be used for mobile operation


General Objective: 2.0 Understand the workings of the internal combustion engine.

3 2.1 Understand the basic components required within an internal combustion

Introduce students to the main component parts of different

Catalogs, Pictorial drawings, engine models

Students should recognize the main engine components and specify their

Identify the various component parts and show where each part is located

Internal combustion engines and their

engine. engines etc. functions within an engine.

within the engine. component parts Cut-away engines to observe internal workings

4 2.2. Understand the operating principles of four-stroke and two-stroke engines.

Explain the operation of two-and four-stroke engines

Audio visuals, Catalogs, Pictorial drawings, engine models etc.

Students should be able to explain the operating principles of two- and four-stroke engines (fuel/air intake, opening and closing of valves, etc)

Demonstrate the differences between two- and four-stroke engines Ask students to explain the different operating principles

Two- and four-stroke engines and components Diagrams

5 2.3 Understand the difference between spark ignition and compression ignition engines.

Explain the differences between spark and compression ignition engines and explain their main uses.

Magic board, black board. Pictorial drawings, engine models etc

Students should be able to differentiate between spark ignition and compression ignition engines.

Demonstrate the differences between spark and compression ignition engines.

Combustion and spark ignition engines. Cut-away engines to observe internal workings

General Objective: 3.0 Understand the operation and maintenance of the tractor engine and its component parts


Teachers Activities

Learning Resources



6 3.1. Understand the operation of the engine fuel supply system

Explain the main components and operation of engine fuel supply systems

Chalk/Magic boards Diagrams Photographs Catalogues

Students should be able to recognize the main component parts of the tractor fuel supply system

Demonstrate the operation of the fuel supply system

Tractor engine Fuel supply system components

(e.g. fuel pumps, fuel injectors, turbos, air intakes, etc)

and state their function

Fuel injector rig, etc

7 3.2. Understand the operation of the engine cooling system

Explain the different types of engine cooling: air cooling; water cooling


Students should be able to recognize the main components of engine cooling systems and state their function

Demonstrate the operation of air and water cooling systems on tractor engines

Air and water-cooled tractor engine Cooling system component parts

8 3.3. Understand the engine lubrication system

Explain the method of engine lubrication


Students should be able to recognize the main components of engine lubricating systems and state their function

Demonstrate the operation of engine lubrication system components

Tractor engine Lubrication system components

9 3.4. Understand essential maintenance requirements of a tractor engine

Explain the periodic routine maintenance requirements of tractor engines


Students should be able to carry out essential and routine maintenance tasks on a tractor engine

Supervise students to carry out essential and routine maintenance tasks. (clean and replace filters, change oil, clean radiators, etc)

Farm workshop Tractor engine Service parts Workshop tools

General Objective. 4.0 Understand the operation and maintenance of the tractor transmission system and PTO

10 4.1. Understand the function of gears in power transmission

Explain how gears transmit power Explain the

Chalk/Magic boards Diagrams Photographs

Students should understand the function of gears in engine power

Demonstrate the effects of gears in power and speed transmission

Individual gears Models and cut-away

multiplying effect of different gear ratios

Catalogues transmission Explain and demonstrate gear ratios

sections of different gear boxes

11 4.2. Understand the methods of selecting gears in tractors

Explain the use of the clutch and the development of different gear-shift systems (Crash box, synchromesh, powershift)


Students should be able to identify the different gear selection systems and their controls in the tractor cab

Show students how gears are selected using clutches. Demonstrate different gear selection systems and their cab controls

Models of clutch units Tractors fitted with different gear selection controls Operators manuals

12 4.3. Understand the operation of the final drive system to the tractor wheels

Explain the function of the final drive Explain the need for two- and four-wheel drive tractors


Students should recognize the main components of a tractor final drive system and describe their function

Demonstrate the operation of different final drive systems Demonstrate the difference between two- and four-wheel drive in transmitting engine power to the ground

Models of final drive systems Films and video of two- and four-wheel drive tractors in operation

13 4.4. Understand the operation of the tractor PTO systems

Explain the operation of the PTO Explain the need for different PTO speeds for different operations


Students should understand the use of the PTO for power transmission

Demonstrate the operation and use of tractor PTO drive

PTO drive components Diagrams and slides Operating manuals

General Objective: 5.0 Understand the operation and maintenance of the tractor hydraulic system.

14 5.1. Understand the Explain the main Chalk/Magic Students should be Demonstrate the Tractor

operation of the tractor hydraulic system

functions and features of tractor hydraulic systems

boards Diagrams Photographs Catalogues

able to identify the main hydraulic components and control systems of the tractor

operation of tractor hydraulic systems

hydraulic systems and components

15 5.2. Understand the main applications of the tractor hydraulic system

Explain the main uses of tractor hydraulic power in agriculture


Students should be able to identify the main uses of hydraulic power in agriculture

Explain the uses of hydraulic power in farm operations


TYPE OF ASSESSMENT



Practical Assessment of maintenance skills in the workshop 25%

Assignment Essay on the most suitable sources of farm power for specific operations

25%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 223 Soil and Water Conservation DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical) UNIT: 2.0 GOAL: This course is designed to provide the students with adequate knowledge and skill in soil and

water conservation technology and practices. GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Understand the importance of soil conservation in increasing crop production. 2.0 Understand the importance of hydrology and meteorology to soil water conservation. 3.0 Know the different types of erosion 4.0 Know the process of soil erosion by rainfall and surface water flow. 5.0 Understand soil losses by wind erosion. 6.0 Know the various methods of soil and water conservation and their limitations.

PROGRAMME: AGRICULTURAL AND BIO-ENVIONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA

COURSE: Soil and Water Conservation COURSE CODE: ABE 223 CONTACT HOURS: 60 HOURS (2 hr lecture: 2 hrs practical)

GOAL: this course is designed to provide the students with adequate knowledge and skill in soil and water conservation technology practices.


General Objective: 1.0 Understand the importance of soil conservation in increasing crop production.


Teachers Activities

Learning Resources



1 1.1 Understand the concepts and importance of soil conservation.

Define soil conservation and explain its concept and its importance.

Chalk or magic board, cardboard drawings, slides explaining the concept and importance of soil conservation.

Recognise the impact of human activity, in particular modern farming practices, on the soil.

Arrange visit to observe the impact of farming activities on soil. Dig profile pits to observe soil structure sub-soil characteristics

Field plots Spade Soil profile pits

2 1.2 Understand how crop production can be increased through soil conservation measures.

Explain how crop production can be increased through soil conservation activities.

Chalk or magic board cardboard drawings, slides.

Appreciate how to implement various soil conservation measures to improve crop production

Arrange visit to commercial farm using soil conservation measures to improve crop production

Commercial farm enterprise

3 1.3 Understand the challenges facing soil and water engineers in the field

- Define soil and water engineering and highlight some of the challenges faced by those


Students should appreciate some of the problems associated with soil and water engineering and how they may be

Invite or visit professionals in the field of soil and water engineering to talk to students about problems and solutions

Professional soil and water engineers

working in this field.

.

overcome.

General Objective: 2.0 Understand the application of hydrology and meteorology to soil and water conservation

4 2.1 Understand the hydrologic cycle and the importance of accurate meteorological data in soil and water conservation.

Define the hydrologic cycle. Explain what meteorological data is and its importance


Understand the terms precipitation, evaporation, transpiration and evapo-transpiration as they apply to crop growth

Give the definitions of items 2.1 and relate them to crop water requirements.


5 2.2. Understand how to take meteorological readings using the rain gauge, anemometer, thermometer, psychrometer, etc.

Explain how to take readings using the rain gauge, anemometer, thermometer, psychrometer,

Chalk or magic board cardboard drawings, slides. Meteorological measuring instruments.

Students should be able to take accurate meteorological readings using various measuring instruments.

Demonstrate how to take readings with rain gauge, anemometer, thermometer, psychrometer, etc and supervise students to do the same

Meteorological station. Individual measuring equipment and guages

6 2.3. Understand how to calculate monthly and annual rainfall figures, mean rainfall, mean monthly temperature and relative humidity.

Explain how to calculate the necessary figures from standard meteorological data

Chalk or magic board, cardboard drawings. Standard data sets

Students should be able to calculate the monthly rainfall, temperature and relative humidity figures from data sets and charts and how such information can be used in crop production

Supervise students in calculating monthly and annual rainfall figures using data collected. Ask how such data can be used to manage crop production systems

Chalk or magic board, cardboard drawings. meteorological data

7 2.4. Understand how Describe the Chalk or magic Students should Organise visit to Crop production

to estimate transpiration and evapo-transpiration rates over a given area.

factors affecting transpiration and evapo-transpiration. Explain how to estimate rates and how this will affect crop production systems

board, cardboard drawings.

recognise how knowledge of transpiration and evapo-transpiration can be used to assist effective crop management and irrigation

modern farm to demonstrate use of such data in managing irrigation and crop management practices

farm

General Objective. 3.0 Know the different types of erosion.


Learning Resources



8 3.1. Understand the meaning of soil erosion and its impact on farming activities

Define soil erosion and explain the potential impacts on farming activities

Chalk or magic board, cardboard drawings and slides

Recognise the effect of soil erosion on crop growth and development

Explain the effects of soil erosion on the crop and illustrate with examples

Chalk or magic board, cardboard drawings, slides showing order and severity of erosion effect on crop production

9 3.2. Understand the main agents of each type of erosion and situations where particular erosion may occur.

Explain the main agents for each of erosion and identify the most common areas where each may occur

Chalk or magic board, cardboard drawings, slides list agents of each type of erosion.

Appreciate acceptable limits of soil erosion and the basis for determining such limits.

Define and explain the acceptable limits soil erosion. State the basis for such limits.

Chalk or magic board, cardboard drawings, slides.

General Objective: 4.0 Know the process of soil erosion by rainfall and surface water flow.

10 4.1 Understand the concepts of soil erosion by water and the main processes involved

Explain different stages of runoff and how it is influenced by, for example: catchment area, rainfall intensity, soil condition, crop cover, etc

Chalk or magic board, cardboard drawings Slides and diagrams

Recognise the impact of rainfall and surface water on the soil.

Explain and demonstrate the process of soil erosion through rainfall and surface run-off

Diagrams and slides Rainfall simulator

11 4.2 Understand how to determine soil erosion from surface water runoff

Explain the methods and procedures involved in determining surface runoff.


Students should be able to estimate soil erosion by surface run off

Demonstrate the use of field apparatus for determining surface run off and estimating soil erosion

Erosion plots on farm Run-off and erosion monitoring equipment (current meter, float, weirs and flumes, etc)

General Objective: 5.0 Understand soil losses by wind erosion.

12 5.1. Understand the process of soil erosion by wind.

Describe the processes involved

Chalk or magic board, cardboard drawings, slides indicating features of erosion caused by wind.

Appreciate how to recognise areas prone to wind erosion

Visit areas notable for wind erosion. Observe the features within the area.

Exposed sites prone to wind erosion

13 5.2. Understand the mode of soil movement by wind.

Explain the process of soil movement by

Chalk or magic board, cardboard drawings, slides

Understand how wind erosion affects soil suitability for

Explain the various ways by which wind erosion affects plant

Chalk or magic board, cardboard

wind with illustrations and video shows

showing various deposits of soil by wind.

plant growth. growth; eg: loss of soil nutrients and organic matter; physical damage to plants, loss of seeds, etc.

drawings, slides.

General Objective: 6.0 Know the various methods of soil and water conservation and their limitations.

14 6.1 Understand methods of controlling soil erosion by run-off

Explain methods of erosion control such as strip cropping, mulching, minimum and zero tillage, terracing, vegetated water courses, mechanical conservation practices etc.

Chalk and /or magic boards, drawings, pictures slides showing each of the various soil-water conservation measures.

The students should be able to identify each of the measures that are used to reduce soil erosion by water.

Arrange visit to observe different water erosion control measures in operation. Ask students to make notes and prepare essay on erosion control methods

Visits to water erosion control sites

15 6.2 Understand methods of controlling wind erosion of soils Explain as erosion control measures.

Explain different methods of controlling wind erosion such as wind breaks, shelter breaks, mulching, inter-row cropping, etc

Boards, drawings, pictures slides , literatures showing the suitability of various measures.

The students should be able to identify each of the measures that are used to conserve water within the soil and describe

Arrange visit to observe different wind erosion control measures in operation. Ask students to make notes and prepare essay on erosion control methods

Visit to wind erosion control sites


Practical activities Students to undertake maintenance and repair operations on different farm implements as specified above

50%

Essay Students to complete an essay on soil erosion and control methods in Nigeria

50%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 224 Construction and Maintenance of Farm Structures DURATION: 75 Hours (2 Hour Lecture, 3 Hours Practical) UNIT: 5.0 GOAL: This course is designed to enable the students understand the construction techniques and processes

of farm building and other structures on the farm

GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Know preparations and organization of building sites. 2.0 Understand the principles and practice of making foundations for buildings. 3.0 Understand the construction and maintenance of walls, columns and beams. 4.0 Understand the constructions of floors. 5.0 Understand the construction of roofs. 6.0 Understand the features and functions of special farm structures. 7.0 Understand the principles of mechanical plant used in construction. 8.0 Understand the maintenance of farm structures


COURSE: Construction and maintenance of Farm Structures

COURSE CODE: ABE 224 CONTACT HOURS: 75 HOURS (2 hr lecture: 3 hrs practical)

GOAL: This course is designed to enable the students understand the construction & maintenance techniques of farm buildings and other structures on the farm


General Objective: 1.0 Know preparations and organization of building sites.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

1 1.1 Understand the need for effective preparation and management of building sites

Explain the services that will be required to facilitate construction activities and convenience of the workers

Models, drawings, photographs, chalk/ magic boards and literature

Recognise the equipment and machinery required for initial site clearing operations

Explain and illustrate the hand and motorised tools used in, and the need for, effective initial site clearing


2 1.2 Understand the need for accurate levelling and marking out of building sites.

Explain the need for, and the tools used in, levelling and marking building sites before commencement of construction


Students should recognise the equipment used for levelling and marking out sites

Demonstrate the various equipment used for levelling and marking out a building site

Pegs, ranges, levels, tapes, etc

General Objective: 2.0 Understand the principles and practice of laying foundation for buildings.

3 2.1 Understand the features of various types of foundations and the suitable purposes for each

Explain the need to construct the right type of foundations at the right site for both

Models, drawings, photographs, chalk/ magic boards and

Students should recognise the different types of foundation and their methods of construction

Arrange visit to building site to observe foundation construction

Building site

safety and economy

literature

4 2.2. Understand the methods of laying foundations for simple farm building structures

Explain the methods involved in laying foundations


Students should be able to lay some of the common foundations for building simple structures

Supervise students, working in groups, to lay simple building foundations

Cement, fine and coarse aggregate, binding wire water and rods

General Objective: 3.0 Understand the construction of walls, columns and beams.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

5 3.1 Understand the requirements for accurate construction of walls, columns, lintels and beams. how to lay blocks, construct lintels or columns to straight lengths, intersections and angles using the right mix of mortar and concrete.

Explain how to construct accurate walls, etc Explain the need for correct choice and use of materials (bricks, lintels, mortar mix, etc)

Boards, display, slides, projector and literature.

Students should be able to correctly mix mortar and construct straight walls and corners according to given dimensions

Supervise the students in the construction of a straight wall and corner to meet given specifications

Blocks, cement , fine and coarse aggregate, rods binding wire and water

6 3.2 Understand how to incorporate additional building features into walls and structures

Explain the purpose of lintels, damp proof courses, etc and how to create openings in walls for doors and windows

Boards, display, slide projector and literature.

Students should continue with their building from week 5, incorporating additional features such as windows and doors

Supervise students in the installation of lintels to create doors/windows in walls

Blocks, cement , fine and coarse aggregate, rods binding wire and water Lintels. Door/window

frames

General Objective: 4.0 Understand the constructions of floors.

7 4.1 Understand the features of and functions of different types floors and floor finishes

Describe different floors and floor finishes Compare the relative merits of each (timber, steel and concrete floors)

Boards, display, slide projector and literature.

Students should have experience in the construction of different types of floors

Supervise students in the construction of at least one type of flooring

Cement , fine & coarse aggregate, binding wire, water, steel sections wood nails etc

General Objective: 5.0 Understand the construction of roofs


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

8 5.1 Understand and the features of and functions of different types of roofs.

Describe the roofs and compare the relative merits of each (steel, timber, Zinc, etc)

Roof model, drawings, photographs, chalk/ magic board

Recognise the main components of different roof structures

Describe the main features and components of different roof structures


9 5.2. Understand the functions of the various parts of a roof (truss, coverings, bracing , gutters and insulators).

State the functions of the roof truss and its components, and of the roofing sheets


Have experience in construction of different types of roofs

Supervise students in constructing at least one of the mentioned structures

Concrete materials, wood, steel sections ,nails, corrugated roofing sheets etc.

General Objective: 6.0 Understand the features and functions of special farm structures.

10 6.1 Understand the features and construction of structures for crop storage

Describe and explain the features and functions of different facilities (rhumbus, silos , cribs, cold stores, etc)

Models, drawings, photographs, chalk/ magic board

6.2. Understand the features and construction of structures for animal housing

Describe and explain the features and functions of different facilities (Poultry housing, dairy, piggery, etc)


11 6.3. Understand the features and construction of farm service facilities

Describe and explain the features and functions of different structures (roads, bridges, culverts, channels, etc)


Students should recognise the range of different buildings and structures in use on a modern farm unit

Arrange visit to modern farm to observe different buildings and structures and their construction

Farm unit

General Objective: 7.0 Understand the principles of mechanical plant used in construction.


Teachers Activities

Learning Resources


Teachers Activities

Learning Resources

12 7.1. Understand the principles of operation of different mechanical plant used in building construction sites

Explain the need for using machines in big projects (earth moving and excavating machines, concrete mixers and loaders, etc)


Students should appreciate the approaches to using mechanical plant in building sites

Arrange a visit to a building construction site to observe use of various mechanical plant

Mechanised building site operations

13 7.2. Understand the Explain the need Models, Students should Organise visiting Visiting

need for effective safety precautions when using mechanical plant

for safe and efficient operation of each machine and for effective management of the workforce

drawings, photographs, manuals chalk and boards

understand the risks associated with use of mechanical plant on building sites

safety officer to talk about dangers of using mechanical plant on building sites

safety officer

General Objective 8.0 : Understand the maintenance of farm structures

14 8.1 Understand the periodic maintenance requirements of different farm structures

Explain the need for periodic maintenance of buildings and structures in agriculture


Recognise the problems associated with poor maintenance of farm structures

Illustrate some problems associated with poor maintenance of farm buildings

Models, drawings, photographs, chalk/ magic board Slides and video clips

15 8.2 Understand the concept of service life of buildings and structures

Explain why buildings have limited service life and the effects of poor construction methods on the life span of the structure.


Recognise signs and causes of building failure

Demonstrate causes of building failure and the signs indicating potential failure

Models, drawings, photographs, chalk/ magic board Slides and video clips



Practical activities Assessment of building construction skills 50%

TOTAL 100

PROGRAMME: Agricultural Engineering Technology: National Diploma COURSE: AET 225 Postharvest Technology and Storage DURATION: 75 Hours (2 Hours Lecture, 3 Hours Practical) UNIT: 5.0 GOAL: This course is aimed at giving the students a good knowledge of the importance,

procedures, equipment and problems of processing, handling and storage of agricultural products.

GENERAL OBJECTIVES; On completion of this course, the students should be able to:- 1.0 Understand the unique characteristics of biological materials that influence processing handling and storage

of agricultural products. 2.0 Understand cleaning, sorting and separation of biological materials. 3.0 Understand the principles and methods of milling, shelling and decortications. 4.0 Understand the methods of drying of biological materials. 5.0 Understand the methods of storage and preservation of agricultural produce.

PROGRAMME: NATIONAL DIPLOMA (ND) AGRICULTURAL AND BIO ENVIRONMENTAL ENGINEERING TECHNOLOGY

COURSE: Crop Processing and Storage COURSE CODE: ABE 225 CONTACT HOURS: 75 HOURS (2 hrs lecture: 3 hrs practical)

GOAL: This course is aimed at giving the student a good knowledge of the importance, procedures, equipment and problems of processing, handling and storage of agricultural products.


General Objective: 1.0 Understand the unique characteristics of biological materials that influence processing, handling and storage of agricultural products.


Teachers Activities Learning Resources Specific Learning Objective


1 1.1 Understand the unique biological properties of agricultural materials.

List and explain the biological properties of agricultural materials including: Moisture content, Hygroscopy, Bio-degradability, non-uniformity of shape, etc


Students should understand the peculiar nature and properties of Agricultural materials and their impact on post-harvest operations.

Expose different crop materials to ambient condition and soak in water for few days and observe the change in colour, size, smell, etc Explain impact on post-harvest operations

Tuber, cereal seeds, legume seeds, fruits, etc.

2 1.2. Understand the physical and mechanical properties of agricultural materials.

List and explain the engineering properties including: Physical Mechanical Thermal


Students should understand how the physical and

Demonstrate physical and mechanical properties of agricultural produce and discuss how this may affect post-

Tuber, cereal seeds, legume seeds, fruits, etc. Equipment for testing various properties

Optical Electrical, etc Discuss the importance and application of each of the engineering properties.

mechanical properties of affect post-harvest operations and storage

harvest operations (Gauges, planimeter, colorimeter, calorimeter, resistometer, etc)

General Objective: 2.0 Understand the cleaning sorting and separation of biological materials.

3 2.4 Understand methods of grain cleaning, sorting, grading and separation.

Provide standard definitions and distinguish each of the processes. Explain the differences between traditional and modern methods of cleaning, grading, sorting and separation


Students should appreciate the importance of modern machine for grain cleaning, sorting, grading and separation and observe its advantage over traditional methods.

Use manual method and machine to effect cleaning, sorting, grading and separation and compare results in terms of efficiency, output and speed of operation.

Cleaning, sorting, grading and separation machines.

4 2.5 Appreciate the methods of operation of different types of grain cleaning, sorting, grading and separation machines.

List and describe different types including, aspirators, specific gravity, sieve, electrical, magnetic, vibrating types, etc. Explain the principles of each of the machines


Students should be able to identify the distinctive features of different types of grain cleaning, sorting, grading and separation machines and classify them.

Demonstrate the main features and components of the different types of grain cleaning, sorting, grading and separation machines

Grain cleaning, sorting, grading and separation machines.

5 2.6 Understand the specific features and functions of specialist cleaning, sorting and separation machines for delicate produce

State the unique characteristics machines for sorting and separating delicate produce including eggs, tubers, vegetables with low mechanical strength, high moisture, high level of spoilage, high commercial value, etc.


Students should understand the uniqueness of eggs, tubers, vegetables and the need for special considerations in the design of those machines.

Disassemble and examine the component parts of egg and orange sorters and explain their function.

Egg and orange sorters.

General Objective: 3.0 Understand the principles and methods of milling, shelling and decortications.

6 3.1 Understand the requirements of milling, shelling and decortications processes.

Provide standard definitions and distinguish each of the processes. Explain the importance of each of the processes.


Students should appreciate the need for effective crop processing

Organise visit to observe range of crop processing, including milling, shelling and decorticating machinery in operation

Processing plant

7 3.2 Understand the use and operation of various traditional and modern machinery for milling, shelling and decorticating

Describe the different traditional and modern machinery used for shelling, milling and decorticating.


Students should recognize the different traditional and modern equipment specified in 3.2

Demonstrate the operation of traditional and modern equipment

Range of traditional and modern equipment for milling, shelling and decorticating

8 3.4 Understand the servicing requirements of equipment for processing of agricultural materials.

Explain servicing requirements and identifying common faults in shelling milling and decortications machines. Conduct minor servicing on shelling milling and decortications machines.

Chalk or magic board, drawings, etc

Be able to carry out basic servicing of different shelling, milling and decorticating machinery

Organize students into groups to disassemble different types of shelling milling and decortications machines.

Available types of shelling milling and decortications machines with faults.

General Objective: 4.0 Understand the methods of drying of biological materials.

9 4.1. Understand the Need for effective drying for long-term storage.

Explain the drying requirements of different crops.


Students should understand the need for effective drying of crops for long-term storage

Organise visit to grain drying and storage plant. Discuss main features and requirements of commercial operations

Grain drying and storage plant

10 4.2. Understand the operation of farm-based drying systems

Explain the features and classifications of solar dryers based on mode of heat collection: *Flat plat collector *Concentrator Explain the features and classifications of mechanical dryers


Students should recognize the different types and classes of solar and mechanical types of dryers and their methods of operation

Use film show and slides and available dryers in laboratory.

Flat plate and concentrator solar dryers; cross flow. Co-current and counter current mechanical dryers.

based on mode of heat and material flow, and loading methods: *Cross flow dryer *Co-current flow dryer *Counter flow dryer *Batch dryer *Continuous flow dryer

11 4.3. Understand drying parameters and psychometry and the need for careful management of drying equipment.

List and explain thermal and environmental parameters that affect grain drying such as relative humidity, temperature, enthalpy, humidity ratio, entropy, etc.


Students should be able to interpret psychometric chart to obtain drying data for effective dryer operation.

Conduct drying experiments and use psychometric chart to obtain drying data.

Any mechanical dryer.

General Objective: 5.0. Understand the methods of storage and preservation of agricultural produce..

12 5.1 Understand the key parameters involved in safe storage of agricultural crops

Define storage and preservation. Discuss the agents of grain deterioration in stores Explain the parameters for safe storage such as equilibrium moisture content, relative humidity and temperature


Students should appreciate the importance of modern storage systems.

Visit any strategic grain reserve centre in the State and note the capacity of silo and other modern storage structures available.

Strategic grain reserve centre in the State.

13 5.2. Understand the management and

Emphasis on various types of grain storage


Students should recognize

Visit different farms with

Grain storage farms.

operation of grain storage structures

structures such as: *Crib *Rhombus *Silo *Ware house

different types of grain storage systems and their distinctive features.

different grain storage systems.

14 5.3 Understand the management and operation of storage facilities for tubers, fruits and vegetables.

Emphasis on storage facilities such as: *Barn storage *Crate storage *Pit storage *Cold storage *Evaporative coolant

system

Chalk or magic board, cardboard drawings, film projection of processing machines.

Students should recognize different types of storage facilities for fruits, tubers and vegetables.

Visit farms with facilities for tubers, fruits and vegetables storage.

Farms with facilities for tubers, fruits and vegetables storage.

15 5.4. Understand the maintenance and hygiene requirements of different crop storage systems

Explain the operation maintenance and hygiene requirements of grain storage systems. Explain the operation, maintenance and hygiene requirements of facilities for tubers, fruits and vegetables storage.

Chalk or magic board, cardboard drawings, film projection of processing machines.

Students should be able to operate and maintain structures for grain, tubers, fruits and vegetables storage.

Demonstrate how to operate and carry out minor maintenance and hygiene requirements of different storage structures and allow students to participate.

Crib, rhombus, ware house, silo, cold storage, pit storage, etc.



Assignment Written assignment on the postharvest processing and storage requirements for one particular crop

40%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma COURSE: ABE 228 Practical Project DURATION: 75 Hours (1Hour Lecture, 4 Hours Practical per week) UNIT: 5.0 GOAL: This course is designed to provide the students with an opportunity to investigate and provide

a solution for a specific problem associated with agricultural and bio-environmental engineering technology

GENERAL OBJECTIVES; On completion of this course, the students should be able to: 1.0 Research a chosen topic from a list of suitable sources provided for the programme 2.0 Design an appropriate solution to the problem(s) identified 3.0 Fabricate the chosen final product 4.0 Produce a final report on the project

PROGRAMME: AGRICULTURAL AND BIO-ENVIONMENTAL ENGINEERING TECHNOLOGY; NATIONAL DIPLOMA

COURSE: Practical Project COURSE CODE: ABE 228 CONTACT HOURS: 75 HOURS (1 hr lecture: 4 hrs practical)

GOAL: This course is designed to provide the students with an opportunity to investigate and provide a solution for a specific problem associated with agricultural and bio-environmental engineering technology


General Objective: 1.0 Research a chosen topic from a list of suitable sources provided for the programme.

WEEKS Specific Learning Objective

Teachers Activities

Learning Resources



1 1.1. Choose, under guidance, an appropriate topic for investigation

Guide students in selecting a suitable topic

List of available topics Notes Internet

Students should select a suitable topic and produce a plan of action setting out key targets to meet over the semester

Support students in planning their activities

List of available topics Notes Internet

2-3 1.2. Research chosen topic from available sources

Provide guidance in finding sources

Textbooks Internet Notes

Students should research the background to their chosen project

Support students in their research. Provide guidance in finding appropriate sources


General Objective: 2.0 Design an appropriate solution to the problem(s) identified

4-6 2.1. Devise solutions to the problems identified

Support students in finding appropriate solutions


Students should produce suitable designs and drawings of their chosen solution

Guide students in producing drawing suitable for manufacture

Drawing Office Drawing equipment

General Objective: 3.0 Fabricate the chosen final product

7-12 3.1. Organise practical activities to produce chosen solution

Guide students in planning workshop

Workshop manuals Internet

Students should produce their chosen final product,

Supervise students working in the workshop

Workshop Machine tools Resources

activities Notes Textbooks

according to their designs, using appropriate workshop techniques and equipment

General Objective: 4.0 Produce a final report on the project

13-15 4.1. Produce final written report on project

Guide students in the production of their written report

Internet Notes Textbooks

Students should produce a final technical report on their project

Guide students in the production of their written report

Internet Notes Textbooks


Project plan Students to submit their proposed action plan for their chosen project 10%

Design drawings Suitability of proposed design in meeting identified problems 30%

Practical solution Assessment of students workshop skills in fabricating product according to final plans

30%

Final report Completed technical report on project 30%

TOTAL 100

PROGRAMME: Agricultural and Bio-Environmental Engineering Technology: National Diploma

COURSE: ABE 230 Farm Machinery Management

DURATION: 60 Hours (2Hour Lecture, 2 Hours Practical)

GOAL: This course is designed to develop a working understanding of the importance of effective machinery

management for efficient agricultural production

GENERAL OBJECTIVES;

On completion of this course, the students should be able to:

1.0 Select appropriate farm machinery for specific activities.

2.0 Match implements and tractors for efficient utilization of tractor power.

3.0 Determine field performance and outputs of individual machines.

4.0 Manage machinery systems for maximum performance.

5.0 Determine the costs of machinery operations.


COURSE: Farm Machinery Management COURSE CODE: ABE 230 CONTACT HOURS: 60 HOURS

(2 hr lecture plus 2 hrs practical)

GOAL: This course is designed to develop a working understanding of the importance of effective machinery management for efficient

agricultural production

COURSE SPECIFICATION: Theoretical content Practical Content

General Objective: 1.0 Select appropriate farm machinery for specific activities


Objective

Teachers Activities Learning

Resources

Specific Learning

Objective


Resources

1 Understand and

interpret

manufacturers

information for

tractors

Explain and discuss

manufacturers

literature for tractors

Explain the meaning

of the technical terms

Manufacturers

data sheets

Students should be

able to appreciate the

differences between

different tractors and

their suitability for

specific situations

Highlight the

differences between

a range of tractors

Encourage students

to explain the

suitability of each

for a specific farm

situation

A range of

tractors of

different sizes

and

configurations

2 Understand how to

determine appropriate

implements for a

range of agricultural

operations


categories of tillage,

agronomic, harvesting

and transportation

machinery

Diagrams and

photographs

Video examples of

machines in action

Students should be

able to select a

suitable range of

equipment for a

specific farm situation

Organise a visit to

view a range of new

agricultural

machinery

Explain the

operating

characteristics of the

machinery available

Site visit to

view a range

of agricultural

implements

Manufacturers

information

sheets

General Objective: 2.0 Match implements and tractors for efficient utilization of tractor power.

3 Understand how to

determine tractor power

availability at the

drawbar and PTO

Introduce students

to power equations

and explain how to

determine drawbar

Chalk or Magic

Board

Manufacturers

literature

Be able to calculate

drawbar power output

of a tractor

Demonstrate how to

calculate drawbar

power using

Chalk or

Magic Board

Manufacturers

literature

and PTO power

outputs

appropriate equations

4 Understand how to

identify tractor power

demands of drawn and

powered machines

Explain how to

identify power

demands from

manufacturers

literature

Explain the effect

of increasing depth

of tillage

operations on

power demand

Chalk or Magic

Board

Manufacturers

literature

Students should be

able to select suitable

tractors and

implements for

specific operations

and performance

Demonstrate how to

calculate sizes of

implements for

specific field

performance

requirements and

required tractor

power to operate

them

Chalk or

Magic Board

Manufacturers

literature

5 Understand methods for

maximizing the traction

performance of tractors

Explain the

importance of

correct tyre

pressures and

ballast

Explain the

concepts of soil

strength and

deformation under

load

Tyre manufacturers

literature

Tractor

manufacturers

literature

Students should be

able to determine

wheel-slip during

field operations and

appreciate methods to

reduce slip to

acceptable levels

Explain the methods

of calculating wheel-

slip. Demonstrate

wheel-slip in the

field

Explain how to

reduce wheel-slip

Tractor and

cultivator

Tape Measure

Stop watch

Tyre pressure

gauge

General Objective: 3.0 Determine field performance and outputs of individual machines

6 Understand how to

calculate the output of

cultivation implements

Explain the concept

of field efficiency

Explain the

equations for field

Chalk or Magic

Board

Diagrams and slides

Students should be

able to calculate the

work rate of an

individual cultivator

Remind students of

the relevant equations

Chalk or

Magic Board

Diagrams and

slides

work and

demonstrate their

use

Identify any

assumptions that will

need to be made

7 Understand how to

calculate the

performance of crop

husbandry equipment

including drills,

sprayers and fertiliser

spreaders

Explain the factors

involved in

machine operation

and how to

determine field

performance

Chalk or Magic

Board

Diagrams and slides

Students should be

able to determine

work rates of

machines for

applying specific

commodities (seed,

fertiliser, chemicals)

Remind students of


Identify any


need to be made

Chalk or

Magic Board

Diagrams and

slides

8 Understand how to

calculate the

performance of a

harvesting machine

Explain the concept

of material

throughput.

Explain equations

for harvester

throughput.

Chalk or Magic

Board

Diagrams and slides

Students should be

able to determine

work rates of

different harvesting

machines (forager,

combine, etc)

Remind students of


Identify any


need to be made

Chalk or

Magic Board

Diagrams and

slides

General Objective: 4.0 Manage machinery systems for maximum performance.


Objective

Teachers Activities Learning Resources Specific Learning

Objective


Resources

9 Evaluate the factors

influencing the

performance of a

harvesting system

Introduce the

concept of

machinery systems

such as grain

harvesting, root crop

harvesting or forage

harvesting.

Explain the criteria

affecting overall

system performance

Chalk or Magic

Board

Diagrams and slides

Students should be

able to assess the

performance of a

harvesting system and

suggest ways of

improving output

Arrange visit to

observe harvesting

in operation

Encourage students

to work in small

groups to determine

system output

Ensure students are

aware of relevant

personal safety

requirements

Stop watches

Field note

books

10 Evaluate the factors

influencing the

performance of

commodity

application machinery

Explain the

operating cycles of

application

equipment such as

fertiliser spreaders

and crop sprayers

Explain the criteria

affecting

performance

Chalk or Magic

Board

Diagrams and slides

Students should be

able to assess a

commodity

application system

and suggest

approaches to

improve performance

Arrange visit to

observe commodity

application such as

fertiliser application

or pesticide

application

Ensure students are

aware of relevant

personal safety

requirements

Stop watches

Field note

books

General Objective.5.0 Determine the costs of machinery operations

11 Understand the main

costs associated with

Explain the main

fixed costs of

Chalk or Magic

Board

Students should be

able to calculate

Explain how to

calculate costs

Chalk or

Magic Board

machinery ownership machinery ownership

– depreciation,

interest payments,

housing costs if

appropriate

Diagrams and

slides

machinery ownership

costs and explain

methods of reducing

these

Discuss ways in

which the costs may

be reduced

Diagrams and

slides

12 Understand the main

costs associated with

machinery operation

Explain the main

variable costs

associated with

machinery usage –

repair costs, general

maintenance, fuel and

oil costs, etc

Chalk or Magic

Board

Diagrams and

slides

Student should be able

to calculate machinery

operating costs and

explain methods of

reducing these

Explain how to

calculate costs

Discuss ways in

which the costs may

be reduced

Chalk or

Magic Board

Diagrams and

slides

13 Understand how to

calculate the

operating costs of a

specific agricultural

operation

Explain how to

combine fixed and

variable costs, to

estimate the

proportion of

ownership time to a

specific task, and to

determine overall

costs of the operation

Chalk or Magic

Board

Diagrams and

slides

Students should be

able to calculate the

costs of a specific

agricultural operation

such as mowing,

planting, ploughing,

etc

Explain how to

combine fixed and

variable costs, to

estimate the

proportion of

ownership time to a

specific task, and to

determine overall

costs of the

operation

Chalk or

Magic Board

Diagrams and

slides

14 Understand sources

of finance for the

acquisition of

machinery


methods of acquiring

finance for the

acquisition of

machinery operations

on farms

Chalk or Magic

Board

Diagrams and

slides

Students should be

familiar with the

methods of planning

machinery

replacement for

efficient farm business

operations

Explain how to plan

machinery

replacements over

an extended time

period to minimize

financial costs and

maximize

machinery

performance

Chalk or

Magic Board

Diagrams and

slides

15 Understand how to

compare ownership

Demonstrate how to

compare contracting

Chalk or Magic

Board

Students should

appreciate the range of

Arrange visit to

farm contractor to

Farm

Contractor

costs with those of

contracting

and hire costs with

machinery ownership

costs. Identify break-

even point for

comparisons

Diagrams and

slides

services available

from farm contractors

show and discuss

the range of services

available

TYPE OF ASSESSMENT



In-class assignments A series of in-class tests and assignments linked to each of the different objectives of the course

50%

TOTAL 100

Edexcel Level 3 BTEC National Diploma in Land-based Technology

Recommended text books

Applegarth M — The Project Management Pocketbook (Management Pocketbooks,

1998) ISBN 1870471636

Balls R — Horticultural Engineering Technology: Field Machinery (Palgrave Macmillan, 1985) ISBN 0333364341

Bell B — Farm Machinery, 5th Edition (Old Pond Publishing, 2005) ISBN 1903366682

Bell B — Farm Workshop, 2nd Edition (Farming Press, 1992) ISBN 0852362374

Bell B and Cousins S — Machinery for Horticulture, 2nd Edition (Old Pond Publishing, 1997) ISBN 0852363699

Borgman D, Hainline E, Long M, Hoerner T and Conrads J — Tractors, 3rd Edition

(John Deere Publishing, 1991) ISBN 0866911324

British Standards Institution — British Standard Pp 8888-1:2001 Engineering Drawings:

Engineering Drawing Practice for Schools and Colleges (BSI Standards, 2001)

ISBN 0580379531

British Standards Institution — BS 3939-1:1986 Graphical Symbols for Electrical

Power, Telecommunications and Electronics Diagrams: General Information, General

Index (BSI Standards, 1986) ISBN 0580153975

British Standards Institution — Drawing practice: a guide for schools and colleges to

BS 8888:2004. Technical product specification (BSI Standards, 2005) ISBN 0580454002

British Standards Institution — Manual of British Standards in Engineering Drawing

and Design (Nelson Thornes, 1991) ISBN 0748710310

Culpin C — Farm Machinery, 12th Edition (Blackwell Science, 1992) ISBN 063203159X

Davies D — The Science and Practice of Welding: The Practice of Welding Volume 2, 10th Edition (Cambridge University Press, 1993) ISBN

0521435668

Davies D — The Science and Practice of Welding: Welding Science and Technology

Volume 1, 10th Edition (Cambridge University Press, 1993) ISBN 052143565X

Deere and Company — Agricultural Safety (John Deere Publishing, 1987)

ISBN 0866910956

Dibb S, Simkin L, Pride W and Ferrell O — Marketing Concepts and Strategies

(Houghton Mifflin, 2005) ISBN 061853203X

Dyson J — Accounting for Non-Accounting Students (FT Prentice Hall, 2003)

ISBN 0273683853

Edward H, Breece H, Hansen H, Hoerner T, Gunter R — Planting, 3rd Edition

(John Deere Publishing, 1992) ISBN 0866911480

Edwards D, Harris F and McCaffer R — Management of Off-highway Plant and

Equipment (Spon Press, 2003) ISBN 0415251281

Flood C — Fabrication Welding and Metal Joining Processes (Butterworth-Heinemann, (1981) ISBN 0408004487

Gibson S and Smith A — Basic Welding (Thomson Learning, 1993) ISBN 0333578538

Gillespie A — Business in Action (Hodder Arnold, 2002) ISBN 0340848200

Gourd L — Principles of Welding Technology, 3rd Edition (Butterworth-Heinemann,

1995) ISBN 0340613998

Griffin I, Roden E and Briggs C — Basic Oxyacetylene Welding, 4th Edition (Delmar,

1984) ISBN 0827321376

Griffin I, Roden E and Briggs C — Basic Arc Welding, 4th Edition (Delmar, 1984)

ISBN 0827321317

Harris F — Modern Construction and Ground Engineering Equipment and Methods,

2nd Edition (Prentice Hall, 1994) ISBN 0582236576

Hathaway L — Compact Equipment: Electrical Systems, 2nd Edition (John Deere

Publishing, 1994) ISBN 0866912053

Hathaway L and Buckingham F — Tillage, 3rd Edition (John Deere Publishing, 1993)

ISBN 0866911804

Hathaway L and Riney L — Bearings and Seals, 5th Edition (John Deere Publishing,

1992) ISBN 0866912274

Hathaway L and Riney L — Belts and Chains, 5th Edition (John Deere Publishing,

1994) ISBN 0866911995

Hathaway L and Riney L — Identification of Parts Failure, 4th Edition (John Deere


Hathaway L and Riney L — Machinery Maintenance, 3rd Edition (John Deere


Hathaway L and Riney L — Preventive Maintenance, 5th Edition (John Deere


Hathaway L and Riney L — Power Trains, 6th Edition (John Deere Publishing, 1991)

ISBN 0866911634

Hawker M and Keelyside J — Horticultural Machinery, 3rd Edition (Longman Higher

Education, 1985) ISBN 0582408075

Health and Safety Executive — An Introduction to Health and Safety (HSE, 2003)

ISBN 0717626857

Health and Safety Executive — Essentials of Health and Safety at Work (HSE, 2006)

ISBN 0717661792

Health and Safety Executive — Farmwise: Your Guide to Health and Safety (HSE,

1995) ISBN 0717608395

Health and Safety Executive — Health and Safety in Arc Welding (HSE Books, 2000)

ISBN 0717618137

Health and Safety Executive — Managing Health and Safety: Five Steps to Success

(HSE, 2003) ISBN 0717621707

Hillier V and Coombes P — Hillier’s Fundamentals of Motor Vehicle Technology,

5th Edition (Nelson Thornes, 2004) ISBN 0748780823

Hillier V, Coombes P and Rogers D — Hillier's Fundamentals of Motor Vehicle

Technology: Powertrain Electronics, 5th Edition (Nelson Thornes, 2006)

ISBN 0748780998

Hughes P and Ferrett E — Introduction to Health and Safety at Work, 2nd Edition

(Butterworth-Heinemann, 2005) ISBN 0750666234

Jones R, Raffo C and Hall D — Business Studies, 3rd Edition (Causeway Press, 2004) ISBN 1902796837

Kenyon W — Basic Welding and Fabrication, 2nd Edition (Longman, 1987)

ISBN 0582005361

Mason R — Finance for Non-financial Managers in a Week, 3rd Edition

(Hodder Arnold, 2003) ISBN 0340849622

McFarlane R — Beginning AutoCAD 2000, 2nd Edition (Butterworth-Heinemann, 2000) ISBN 0340760974

Nunney M — Light and Heavy Vehicle Technology, 4th Edition (Butterworth-

Heinemann, 1998) ISBN 0750680377

Parker M and British Standards Institution — Manual of British Standards in

Engineering Drawing and Design (Nelson Thornes, 1991) ISBN 0748710310

Pearce A — Farm Welding, 2nd Edition (Old Pond Publishing Press, 2006)

ISBN 1905523300

Plant M — Teach Yourself Electronics (McGraw-Hill Companies, 2005)

ISBN 0071452095

Portney S — Project Management for Dummies (Hungry Minds, 2001)

ISBN 076455283X

Pritchard D — Soldering, Brazing & Welding: A Manual of Techniques (The Crowood

Press, 2001) ISBN 1861263910

Taylor G, Fuller A and Greer A — BTEC National Mathematics for Technicians,

3rd Edition (Nelson Thornes, 2004) ISBN 0748779493

Tooley M and Dingle L — BTEC National Engineering (Butterworth-Heinemann, 2002) ISBN 0750651660

Twigg P — Science for Motor Vehicle Engineers (Butterworth-Heinemann, 1995)

ISBN 034064527X

Whipp J and Brooks R — Transmission, Chassis and Related Systems (Vehicle

Maintenance & Repair Series: Level 3), 3rd Edition (Thomson Learning, 2001)

ISBN 186152806X

Yarwood A — An Introduction to AutoCAD 2002 (Prentice Hall, 2002) ISBN 0130447714

NB: Please consider this list in combination with that provided for the HND Agricultural & Bio-Environmental Engineering

Technology Farm Power and Machinery Option

TEAM LIST S/N

O

NAME ADDRESS TELEPHONE NO E-MAIL

1 NIGEL

WARNER

ROYAL

AGRICULTURAL

COLLEGE,UK

- [email protected]

2 PROF. B.A

ADEWUN

MI

AGRICULTURAL

ENGINEERING

DEPARTMENT,UNIVE

RSITY OF NIGERIA

,ABEOKUTA

+2348033885382 [email protected]

3 ENGR.

A.D.K.

MUHAMM

AD

PROGRAMMES DEPT.,

NBTE, KADUNA

+2348033071322 [email protected]

4 M.A

SHEHU

S.C.A/DAC/ABU ZARIA 07040445565 [email protected],mashehu2007@gm

ail.com

5 E.C

NWALOR

C/O DEPARTMENT OF

AGRICULTURAL

ENGINEERING,KADU

NA

POLYTECHNIC,KADU

NA-NIGERIA

0803640164

[email protected]

6 ENG.AKA

NI

O.AKANI

AGRICULTURAL

ENGINEERING

TECHNOLOGY

DEPARTMENT

FEDRAL

POLYTECHNIC,BAUC

HI

08023826835 [email protected]

7

ALIYU

LEMU

DEPARTMENT OF

PROGRAMMES,N.B.T.

E, KADUNA

07038083494,08028348605,0807

7504482

[email protected];aliemu.700

@gmail.com

[email protected]

mailto:[email protected]

mailto:[email protected],[email protected]

mailto:[email protected],[email protected]

mailto:[email protected];[email protected]

mailto:[email protected];[email protected]

AGRICULTURAL AND BIO-ENVIRONMENTAL ENGINEERING TECHNOLOGY

NATIONAL DIPLOMA (ND)

LIST OF PHYSICAL FACILITIES

S/N WORKSHOP LABORATORY STUDIO OTHERS

1 Farm Machinery

Maintenance

Soil Mechanics Drawing Room

Crop Farm

2 Fabrication Shop

Crop Processing and

Storage

Computer Studio Livestock farm

3 Machining Shop

Fluid Mechanics

Surveying & GIS Plotting Studio Feed Mill

4 Farm Machinery Equipment

Shed

Weather Station

5 Wood Shop - Irrigation Equipment

FARM MACHINERY AND EQUIPMENT

S/NO. ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Tractors 5 2. Garden tractors – (4 wheeled) 2 3. Garden tractors – (2 wheeled) 2 4. Trailer (4 wheeled 4-5 tonne

capacity)

2

5. Disc plough 3 6. Reversible mouldboard plough 3 7. Disc ridger 3 8. Rotary cultivator (rotavator) 2 9. Mouldboard ridger 3

10. Rigid tine cultivator 2 11. Subsoiler 1 12. Spring tine cultivators 2 13. Land leveler 1 14. Rotary weeder 2 15. Inter-row weeder 2 16. Knapsack sprayer –hand

operated

5

17. Knapsack sprayer – powered 2 18. Handy sprayer (ULVs) 5 19. Tractor-mounted (boom)

sprayer

1

20. Compressor sprayer 4 21. Motorized mist sprayer 1 22. 4-row Multi-purpose planter

(with fertilizer attachment)

2

23. Seed drill 2 24. Maize planter 2 25. Manure spreader 1

26. Fertilizer distributor 1 27. Combine harvester 1 28. Cutter bar mower 1 29. Rotary slasher 1 30. Lawn mower 2 31. Forage harvester (chopper) 1 32. Fruit harvester different types 3 33. Potato digger 1 34. Cassava digger 1 35. Chisel plough - 36. Ferterilizer Applicator -

CROP PROCESSING AND STORAGE

S/NO. ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Seed cleaner/grader 2 2. Maize sheller (different types) 2 3. Groundnut decorticator

(manual)

2

4. Groundnut decorticator

(powered)

1

5. Cowpea decorticator 1 6. Cassava grater 2 7. Rice thresher 1 8. Multi-purpose grain thresher

(engine or motor driven)

1

9. Rice parboiler 2 10. Rice milling machine 1 11. Hammer mill 1 12. Plate mill 1 13. Vertical Feed mixer 1 14. Grain dryers 4 15. Solar crop dryers (different

types)

4

16. Laboratory ovens 4 17. Food blender 2 18. Oil screw press 1 19. Hydraulic oil press 1 20. Oil expeller 1 21. Feed mill (2-3 tonne capacity) 1 22. Palm fruit digester 1 23. Oil clarifier 1 24. Oil sterilizer 1 25. Grain digital moisture meter 4

26. Hygrometer 2 27. Grain counter 1 28. Hot-wire anemometer 1 29. Thermocouples with data

logger

2

30. Wet-bulb and dry-bulb

thermometer

4

31. Bulk density equipment 1 32. Sensitive electronic balance 2 33. Refrigerator 2 34. Vacuum desiccator 4 35. Avery produce weighing scale 1 36. Beam balance 2 37. Plate scale 2 38. Traditional granary rumbus 1 39. Yam barns 1 40. Maize cribs 1 41. Silo – metal (different sizes) 4 42. Silo – concrete 1 43. Silo – masonry bricks 1 44. Small size cold room 1 45. Stack chopper - 46. G/nut Extractor - 47. Thresher -

MACHINING/FABRICATION/MAINTENANCE

S/NO

.

ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Lathe machine 4 2. Pillar drilling machine 4 3. Bench drill 4 4. Power saw 2 5. Band saw 1 6. Milling machine 1 7. Pedestal grinder 2 8. Bench grinder 2 9. Marking gages 4

10. Scribers 10 11. Vernier calipers –digital 2 12. Vernier calipers - ordinary 5 13. Micrometer screw gauge –

digital

2

14. Micrometer screw gauge –

ordinary

5

15. Sheet metal shearing machine 1 16. Plate rolling machine 1 17. Pedestal drilling machines 2 18. Hand drills – manual 4 19. Hand drills – battery powered 2 20. Hand drills – electrically

powered

2

21. Grinding stone 4 22. Hand grinder 2 23. Riveting equipment 4 24. Tool boxes with complete

tools

10

25. Avery produce weighing scale 1

26. Files with handles 10 sets 27. Work benches 10 28. Sets of screw drivers – big and

medium

3 sets

4 2

2 Bench vices 10

5 Hacksaws complete 10 6 Torque wrench 1 7 Assorted sets of drill 4 sets 8 Stock and die sets 5 9 Nail punches 4 10 Powered nail punch 1 11 Pipe screw threader 1 12 Pipe cutter 1 13 Hydraulic pipe bender 1 14 Steel rulers 10 15 Hydraulic jacks 2 16 Hydraulic trolley jack 2 17 Grease gun 2 18 Hydraulic dynamometer 1 19 Arc welding plants 5

MACHINE/FABRICATION/MAINTENANCE Continued

S/NO

.

ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 20 Welding electrodes 20 packets 21 Welding electrodes (cast iron) 20 packets 22 Welding goggles 20 23 Welding gloves 20 24 Oxy-acetylene gas welding

equipment

5

25 Welding helmets 20 26 Chipping hammer 5 27 Wire brush 10 28 Clamps 10 29 Hammers 20 30 Mallets 20 31 Blow torch 10 32 Cylinder wrenches 10 33 Spark lighter 5 34 Anvil 2 35 Blacksmithing equipment

(sets)

2

36 Tyre vulcanizing set 1 37 Air compressor (petrol engine

driven)

1

38 Air compressor (manual) 2 39 Battery charger (6 – 12 V) 1 40 Tyre pressure gauge 4 41 Engine stands 4 42 Portable hoist (crane – 10

tonne capacity)

1

43 Injector nozzle tester 1 44 Timing light 1

45 Spark plug tester 1 46 Pulley extractor 2 47 Digital tachometer 1 48 Feeler gauges 4 49 Valve grinder 1 50 Ring spanners (6 mm – 32

mm)

4 sets

51 Set of open-end spanners (6

mm – 32 mm)

4 sets

52 Compression ignition engine

models

1

53 Spark ignition engine models 1 54 2 stroke engine models 1 55 4 stroke engine models 1 56 Slider crank mechanism model 1 57 Dismembered tractor engine

parts

Assorted

58 Wall charts of the following

tractor system: Complete

chassis, Fuel system, Ignition

system, Power Transmission.

Final drive, Clutch and

Brake system, Hydraulic

system

1 chart for each of the

systems

59 Wall charts showing pictures

of different farm machinery

Assorted

DRAWING AND COMPUTER DRAFTING STUDIOS

S/NO. ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Drawing boards and tables 30 2. Drafting sets 20 3. T-square 20 4. Protractors 20 5. Lettering stencils 20 6. Drawing pen 10

7. Chalkboard set square 2 8. Chalkboard protractors 2 9. Chalkboard divider 2

10. Chalkboard pair of compasses 2 11. Chalkboard wooden straight

edges

2

12. Chalkboard lettering set 2 13. Drafting machine for standard

drawing table

2

14. Templates 2 15. Engineering scale rules 4 sets 16. Plastic curves 20 17. Printer 1 18. Laptop computer with

AUTOCAD

1

19. Desktop PCs with AUTOCAD 10 20. Digital multimedia projector 1 21. Magnetic board 1

WOODWORK SHOP

S/NO. ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Band saw 2 2. Cross cutting saw 2 3. Surface planer 6 4. Drilling machine 4 5. Hand drill (manual) 4 6. Hand drill (powered) 2 7. Sanding machine 1 8. Grinding machine 1 9. Wood lathe 4

10. Wood chipper Unspecified 11. Saw 15 12. Chisels 15 13. Try square 15

14. Gauges 15 15. Rulers 15 16. Screw Drivers 15 17 Sets of Drill bits 15 18. Hammers 15 19. Mallets 15 20. Pincers 15 21. Planers 15 22. First Aid kits 2 23. Fire extinguishers 2 24. Sand buckets 4 25. Tools rack 2 26. Work benches 10 27. Bench vices 20

SURVEYING

S/NO. ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Automatic levels 2 2. Theodolite and accessories 2 3. Planimeter 2 4. GPS mobile mapper 2 5. Plotter-copier-scanner (B &

W)

1

6. Plotter-copier-scanner (colour) 1 7. Leveling staff 10 8. Ranging poles 20 9. Marking arrows 20

10. Odometer 4 11. Prismatic compass 2 12. Steel tapes (100m length) 5 13. Steel tapes (30 m length) 5 14. Surveyor’s rope 5 15. Measuring Tapes 5

SOIL MECHANICS

S/N

O

ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT

1. Top loading balance 3

2. Drying Oven 1

3 Beam balance 2

4 Electric furnace 1

5 High speed stirrer 1

6 Soil augers 5

7 Constant Temperature bath 1

8 Core-Cutter apparatus 1

9 Liquid limit device (hand operated) 1

10 Liquid limit device (motorised) 4

11 Core penetrometer 2

12 Permeameter 3

13 Sand box apparatus 5

14 Sieve shaker 2

15 Soil Sieve 2set

16 Compression test machine 1

17 Moisture content test apparatus 2

18 Specific gravity test apparatus 2

19 Soil hydrometers 2

20 Thermometers 5

21 Measuring cylinders 5

22 Desicators 5

23 Glass wares Assorted

24 Stop watches 10

25 Soil testing kit 1

26 pH Meter 1

FLUID MECHANICS

27 Electronic balance 2

28 Conductivity meter 1

29 Water distiller 1

30 Earth resistivity meter 1

31 Pestle & motor 2

32 Digital Colorimeter 1

33 Centrifuge 1

S/NO ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT

1. Hydraulic bench 1

2. Stability of floating bodies

apparatus

1

3 Discharge through the orifices 1

4 Flow through venturimeter 1

5 Friction loss along a pipe 1

6 Centre of pressure apparatus 1

7 Mobile bed tank 1

8 Sedimentation study apparatus 1

9 Basic hydrology apparatus 1

10 Permeability tank 1

11 Ground water model 1

12 Borehole data logger 1

IRRIGATION AND DRAINAGE EQUIPMENT

S/NO ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT 1. Sprinkler irrigation field trail unit (Hand-

moved laterals, portable sprinkler irrigation)

2-5 Ha

2. Surface irrigation field trail unit 0.5-1Ha 3 Tensiometer 10 4 Electric centrifuge 2 5 Current flow meters 3 6 Soil PH meters 3 7 Conductivity meters 2 8 Irrigation water test kit 1 9 Portable turbidity meter 1 10 Piezometers 3 11 Water measuring devices: Assorted 12 Thin plate weirs (Rectangular, triangular, and

trapezoidal)

1 each

Notches 2

H-Flume 2

Parshall flume 2

Wsc Flume 2

Sluice gate 1

Floating weir flume 1

Cut-throat flume 2 13 Ground water potential probe kit 1 14 Soil salt tester 2

13 Water level indicator 1

14 Current meters 1

15 Hygrometer 1

16 Psychrometer 1

15 Soil Permeability meter 1 16 Soil moisture meter 2 17 Pump (2 HP) 1 18 Secateurs 10 19 Planting Hoes 10 20 Spade 10 21 Digger 10 22 Hand Trowel 10 23 Wheel barrows 2 24 Watering can 10 25 Head pan 10 26 Hoses (3/4) 50 meter roll 10

WEATHER STATION

S/NO ITEM NBTE

REQUIREMENT

NUMBER

AVAILABLE

ADDITIONAL

REQUIREMENT

1 Stevenson screen 1

2 Sun-shine guage 1

3 Cup-Anemometer 1

4 Hygro-thermograph 1

5 Maximum and minimum thermometers 3

6 Grass thermometer 1

7 Evaporation guage 2

8 Digital thermometers 2

9 Soil thermometers 5

10 Rain guage 2

11 Barometers 2

12 Wind vane 1

13 Measuring Cylinder 2

14 Wet and dry hydrometers 2

Documents

NATIONAL BOARD FOR TECHNICAL EDUCATION